2015 a year of practical inspiration

Volume 40 nonr 1 JulyJulie 2015

Kleuterklanke Learning Years

Problem-solving reasoning and numeracy

Integrating phonetics in the pre-school

2015 - a year of practical inspiration

INHOUD Contents

3

4 From The Committee Bestuursbrief6 Your Questions Vra Gerus14 Post Box Posbus

- On The Cover Voorbladstorie22 Problem-solving reasoning and numeracy36 Integrating phonetics in the pre-school

- Articles Artikels16 Problem-based learning in Mathematics34 What is Howard Gardnerrsquos MI52 Why do some kids fidget

- Management Bestuur27 The SCARF model62 Ten body language secrets of highly successful people

- Baking Bak en Brou32 School kitchen46 Custard cookies

- Theme thoughts Tematyd40 Story41 Songs and Rhymes42 How to use a worksheet48 Motor development with Carla Grobler

- Health Gesondheid54 When your child goes to hospital

56 Parent poster Ouerplakkaat58 School news Skole nuus66 Seminar Seminaar69 AECYC - Afilliation Form

Editorial RedaksieNicolene du Preez

Lize BredellMarthie Stoltz

Roeleen LemmerMariette van Eeden

Graphic Design Grafiese ontwerpNicolene du Preez

Design amp Layout Ontwerp amp UitlegAECYC VVOS

Advertising ReklameLize Bredell

Publishers UitgewersAECYC VVOS

Distriburion VerspreidingAECYC VVOS

Affiliation AffiliasieAECYC VVOS

Contact Us Kontak OnsTel 012 667 2028Fax 086 642 5855

E-mail vvosinfotiscalicoza wwwvvoscoza wwwaecyccoza

Opinions expressed in this magazine do not necessarily reflect those of the Editorial Team or the AECYC Committee The Editorial Team reserves the right to amend or reject any editorial matter or photographs submitted for publication Acceptance of advertising does not represent the AECYCrsquos endorsement of any product or service nor is the AECYC responsible for representations made by advertisersGeen aanspreeklikheid word aanvaar vir enige geding wat uit hierdie publikasie mag spruit nie

ldquoWhat is the goal of

schoolingrdquoHave you ever found yourself ask-

ing the question of what the goal of schooling is without finding the

answer that deeply satisfies you in your soul As an educator trainer and owner of two schools and an aftercare centre in the 21st century I think one always seeks the answer to that question I firmly believe that as educators we should constantly stop and reflect on the enormous task at hand I was introduced to the following piece by one of the AECYC members and felt the urge to share it with you in this edition of the Learning Years It is an extract from a book written by Haim Ginott In his book Teacher and Child Ginott shares a letter provided to all the teachers in a school on the first day of class by their principal It reads as follow

ldquoDear TeacherI am the survivor of a concentration camp My eyes saw what no person should witnessGas chambers built by learned engineersChildren poisoned by educated physiciansInfants killed by trained nursesWomen and babies shot and burned by high school and college graduatesSo I am suspicious of education My request is Help your students to become human Your efforts must never produce learned monsters skilled psychopaths educated Eichmanns Reading writing and arithmetic are important only if they were to make our children more humanerdquo Read more httpwwwcare2comcausesmaking-our-children-more-humane htmlixzz3ZzDGViDdw

4

In this edition we will look at theme planning through phonics from page 36 - 47 as well asand problemsolving and the importance thereof in mathematics on page 22 We hope that you will enjoy this fun-packed edition as much as we enjoyed putting it all

together

May you enjoy fruitful and positive reflection on your own practice during 2015 I sincerely want to thank you for being a member of the dynamic and inspirational AECYC team

RegardsMarthie Stolz

5

Hoe om met ons liggeraakte sierboomkindertjies te praatDeur Hettie Brittz Aangepas uit Kweek Kinders met Karakter Kopiereg geld

Sierboomkinders is die kinders met wie ons moet praat asof woorde klippe is en hierdie kosbare kleingoed van glas gemaak is Dit kan uitputtend wees om elke keer ons woorde te tel MAAR as ons genoeg omgee om by hulle kommunikasievoorkeure aan te pas blom hierdie soms pieperige kleingoed en word produktiewe emosioneel intelligente bronne van vreugde

As ons werklik tot `n sierboompie wil deurdring moet ons die volgende riglyne volg- lsquon Sierboompie luister na hoe ons praat (die emosie) en nie net na wat ons secirc nie Ons moet dus baie rustig en vriendelik kommunikeer Hulle ldquosteekrdquo ons negatiwiteit blitsig ldquoaanrdquo wanneer ons met `n kermstem praat en dan kan ons `n mislike reaksie verwag- Sierbome sukkel soms om net te luister en wil graag soveel moontlik op skrif hecirc Maak liewer tekeninge van die reeumlls en plak dit iewers op as om jou kleuter heeldag daaraan te loop en herinner `n Knaende gekerm maak hulle vies- Praat rustig en moet hulle nie te veel aanjaag nie want sierboompies wil graag alles goed doen en het tyd daarvoor nodig- Sierboompies wil voel hulle word waardeer en dat jy verstaan dat jou verwagtinge vir hulle moeite of inspanning gaan kos Secirc dus asseblief en dankie- Sierboompies moet alles in die fynste besonderhede verstaan so herhaal geduldig wat jy gesecirc het indien nodig - Kommunikeer jou begrip vir die emosies wat sierbome beleef deur te secirc ldquoEk besef hierdie opdragstraf versoekwoorde laat jou _____________ voelrdquo - Pasop vir alle secircgoed wat `n sierboompie se diep emosies en ervarings kan afskiet Verbode woorde sluit in ldquoRuk jouself reg Hou op huil Kom nou daaroor Hoe lank gaan jy nog huil Wat is so erg daaraan Mocircre is nog `n dag Toemaar ander mense kry baie swaarder as jy Wees dankbaar ndash dit kon erger gewees het Ek weet van iemand wathelliprdquo- Onthou dat sierboompies net die negatiewe hoor Moet dus nooit komplimente met kritiek opvolg nie Wanneer ons vir sierboompies secirc ldquoDie kamer lyk pragtig maar jy moet volgende keer onthou om jou kasdeure toe te maakrdquo hoor hulle net ldquoJou kasdeure moes toe gewees hetrdquo ldquoWanneer ons secirc ldquoDis goeie punte hierdie maar dit lyk my jy het verlede kwartaal nog beter gedoenrdquo hoor hulle net ldquoJy het al beter gedoenrdquo Gee jou kompliment en weerstaan die versoeking om die klein bietjie kritiek daarby aan te las Hanteer die kritiek later sensitief as jy moet- Sierboompies neem dinge maklik persoonlik op en is daarom baie sensitief vir beskuldigings Wees dus seker van jou feite en praat privaat met hulle wanneer jy dink hulle is skuldig Wanneer hulle publiek tereggewys word word hulle baie aanvallend en sal hulle waarskynlik jok om hulle selfbeeld te beskerm- As sierboompies iets aanvang wat ons nie van hulle verwag nie moet ons nie oorreageer nie Vra eerder vrae om beter te verstaan My sierboompie is glad nie `n kind wat goed breek of beskadig nie maar toe sy vier was het sy op `n dag vertikale vensterblinders stukkend gesny ndash elkeen `n ander lengte Ek het woedend gereageer Dit het eers baie later uitgekom dat sy gedink het dit gaan mooier wees as elke paneeltjie `n ander lengte is

6

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

INHOUD Contents

3

4 From The Committee Bestuursbrief6 Your Questions Vra Gerus14 Post Box Posbus

- On The Cover Voorbladstorie22 Problem-solving reasoning and numeracy36 Integrating phonetics in the pre-school

- Articles Artikels16 Problem-based learning in Mathematics34 What is Howard Gardnerrsquos MI52 Why do some kids fidget

- Management Bestuur27 The SCARF model62 Ten body language secrets of highly successful people

- Baking Bak en Brou32 School kitchen46 Custard cookies

- Theme thoughts Tematyd40 Story41 Songs and Rhymes42 How to use a worksheet48 Motor development with Carla Grobler

- Health Gesondheid54 When your child goes to hospital

56 Parent poster Ouerplakkaat58 School news Skole nuus66 Seminar Seminaar69 AECYC - Afilliation Form

Editorial RedaksieNicolene du Preez

Lize BredellMarthie Stoltz

Roeleen LemmerMariette van Eeden

Graphic Design Grafiese ontwerpNicolene du Preez

Design amp Layout Ontwerp amp UitlegAECYC VVOS

Advertising ReklameLize Bredell

Publishers UitgewersAECYC VVOS

Distriburion VerspreidingAECYC VVOS

Affiliation AffiliasieAECYC VVOS

Contact Us Kontak OnsTel 012 667 2028Fax 086 642 5855

E-mail vvosinfotiscalicoza wwwvvoscoza wwwaecyccoza

Opinions expressed in this magazine do not necessarily reflect those of the Editorial Team or the AECYC Committee The Editorial Team reserves the right to amend or reject any editorial matter or photographs submitted for publication Acceptance of advertising does not represent the AECYCrsquos endorsement of any product or service nor is the AECYC responsible for representations made by advertisersGeen aanspreeklikheid word aanvaar vir enige geding wat uit hierdie publikasie mag spruit nie

ldquoWhat is the goal of

schoolingrdquoHave you ever found yourself ask-

ing the question of what the goal of schooling is without finding the

answer that deeply satisfies you in your soul As an educator trainer and owner of two schools and an aftercare centre in the 21st century I think one always seeks the answer to that question I firmly believe that as educators we should constantly stop and reflect on the enormous task at hand I was introduced to the following piece by one of the AECYC members and felt the urge to share it with you in this edition of the Learning Years It is an extract from a book written by Haim Ginott In his book Teacher and Child Ginott shares a letter provided to all the teachers in a school on the first day of class by their principal It reads as follow

ldquoDear TeacherI am the survivor of a concentration camp My eyes saw what no person should witnessGas chambers built by learned engineersChildren poisoned by educated physiciansInfants killed by trained nursesWomen and babies shot and burned by high school and college graduatesSo I am suspicious of education My request is Help your students to become human Your efforts must never produce learned monsters skilled psychopaths educated Eichmanns Reading writing and arithmetic are important only if they were to make our children more humanerdquo Read more httpwwwcare2comcausesmaking-our-children-more-humane htmlixzz3ZzDGViDdw

4

In this edition we will look at theme planning through phonics from page 36 - 47 as well asand problemsolving and the importance thereof in mathematics on page 22 We hope that you will enjoy this fun-packed edition as much as we enjoyed putting it all

together

May you enjoy fruitful and positive reflection on your own practice during 2015 I sincerely want to thank you for being a member of the dynamic and inspirational AECYC team

RegardsMarthie Stolz

5

Hoe om met ons liggeraakte sierboomkindertjies te praatDeur Hettie Brittz Aangepas uit Kweek Kinders met Karakter Kopiereg geld

Sierboomkinders is die kinders met wie ons moet praat asof woorde klippe is en hierdie kosbare kleingoed van glas gemaak is Dit kan uitputtend wees om elke keer ons woorde te tel MAAR as ons genoeg omgee om by hulle kommunikasievoorkeure aan te pas blom hierdie soms pieperige kleingoed en word produktiewe emosioneel intelligente bronne van vreugde

As ons werklik tot `n sierboompie wil deurdring moet ons die volgende riglyne volg- lsquon Sierboompie luister na hoe ons praat (die emosie) en nie net na wat ons secirc nie Ons moet dus baie rustig en vriendelik kommunikeer Hulle ldquosteekrdquo ons negatiwiteit blitsig ldquoaanrdquo wanneer ons met `n kermstem praat en dan kan ons `n mislike reaksie verwag- Sierbome sukkel soms om net te luister en wil graag soveel moontlik op skrif hecirc Maak liewer tekeninge van die reeumlls en plak dit iewers op as om jou kleuter heeldag daaraan te loop en herinner `n Knaende gekerm maak hulle vies- Praat rustig en moet hulle nie te veel aanjaag nie want sierboompies wil graag alles goed doen en het tyd daarvoor nodig- Sierboompies wil voel hulle word waardeer en dat jy verstaan dat jou verwagtinge vir hulle moeite of inspanning gaan kos Secirc dus asseblief en dankie- Sierboompies moet alles in die fynste besonderhede verstaan so herhaal geduldig wat jy gesecirc het indien nodig - Kommunikeer jou begrip vir die emosies wat sierbome beleef deur te secirc ldquoEk besef hierdie opdragstraf versoekwoorde laat jou _____________ voelrdquo - Pasop vir alle secircgoed wat `n sierboompie se diep emosies en ervarings kan afskiet Verbode woorde sluit in ldquoRuk jouself reg Hou op huil Kom nou daaroor Hoe lank gaan jy nog huil Wat is so erg daaraan Mocircre is nog `n dag Toemaar ander mense kry baie swaarder as jy Wees dankbaar ndash dit kon erger gewees het Ek weet van iemand wathelliprdquo- Onthou dat sierboompies net die negatiewe hoor Moet dus nooit komplimente met kritiek opvolg nie Wanneer ons vir sierboompies secirc ldquoDie kamer lyk pragtig maar jy moet volgende keer onthou om jou kasdeure toe te maakrdquo hoor hulle net ldquoJou kasdeure moes toe gewees hetrdquo ldquoWanneer ons secirc ldquoDis goeie punte hierdie maar dit lyk my jy het verlede kwartaal nog beter gedoenrdquo hoor hulle net ldquoJy het al beter gedoenrdquo Gee jou kompliment en weerstaan die versoeking om die klein bietjie kritiek daarby aan te las Hanteer die kritiek later sensitief as jy moet- Sierboompies neem dinge maklik persoonlik op en is daarom baie sensitief vir beskuldigings Wees dus seker van jou feite en praat privaat met hulle wanneer jy dink hulle is skuldig Wanneer hulle publiek tereggewys word word hulle baie aanvallend en sal hulle waarskynlik jok om hulle selfbeeld te beskerm- As sierboompies iets aanvang wat ons nie van hulle verwag nie moet ons nie oorreageer nie Vra eerder vrae om beter te verstaan My sierboompie is glad nie `n kind wat goed breek of beskadig nie maar toe sy vier was het sy op `n dag vertikale vensterblinders stukkend gesny ndash elkeen `n ander lengte Ek het woedend gereageer Dit het eers baie later uitgekom dat sy gedink het dit gaan mooier wees as elke paneeltjie `n ander lengte is

6

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

ldquoWhat is the goal of

schoolingrdquoHave you ever found yourself ask-

ing the question of what the goal of schooling is without finding the

answer that deeply satisfies you in your soul As an educator trainer and owner of two schools and an aftercare centre in the 21st century I think one always seeks the answer to that question I firmly believe that as educators we should constantly stop and reflect on the enormous task at hand I was introduced to the following piece by one of the AECYC members and felt the urge to share it with you in this edition of the Learning Years It is an extract from a book written by Haim Ginott In his book Teacher and Child Ginott shares a letter provided to all the teachers in a school on the first day of class by their principal It reads as follow

ldquoDear TeacherI am the survivor of a concentration camp My eyes saw what no person should witnessGas chambers built by learned engineersChildren poisoned by educated physiciansInfants killed by trained nursesWomen and babies shot and burned by high school and college graduatesSo I am suspicious of education My request is Help your students to become human Your efforts must never produce learned monsters skilled psychopaths educated Eichmanns Reading writing and arithmetic are important only if they were to make our children more humanerdquo Read more httpwwwcare2comcausesmaking-our-children-more-humane htmlixzz3ZzDGViDdw

4

In this edition we will look at theme planning through phonics from page 36 - 47 as well asand problemsolving and the importance thereof in mathematics on page 22 We hope that you will enjoy this fun-packed edition as much as we enjoyed putting it all

together

May you enjoy fruitful and positive reflection on your own practice during 2015 I sincerely want to thank you for being a member of the dynamic and inspirational AECYC team

RegardsMarthie Stolz

5

Hoe om met ons liggeraakte sierboomkindertjies te praatDeur Hettie Brittz Aangepas uit Kweek Kinders met Karakter Kopiereg geld

Sierboomkinders is die kinders met wie ons moet praat asof woorde klippe is en hierdie kosbare kleingoed van glas gemaak is Dit kan uitputtend wees om elke keer ons woorde te tel MAAR as ons genoeg omgee om by hulle kommunikasievoorkeure aan te pas blom hierdie soms pieperige kleingoed en word produktiewe emosioneel intelligente bronne van vreugde

As ons werklik tot `n sierboompie wil deurdring moet ons die volgende riglyne volg- lsquon Sierboompie luister na hoe ons praat (die emosie) en nie net na wat ons secirc nie Ons moet dus baie rustig en vriendelik kommunikeer Hulle ldquosteekrdquo ons negatiwiteit blitsig ldquoaanrdquo wanneer ons met `n kermstem praat en dan kan ons `n mislike reaksie verwag- Sierbome sukkel soms om net te luister en wil graag soveel moontlik op skrif hecirc Maak liewer tekeninge van die reeumlls en plak dit iewers op as om jou kleuter heeldag daaraan te loop en herinner `n Knaende gekerm maak hulle vies- Praat rustig en moet hulle nie te veel aanjaag nie want sierboompies wil graag alles goed doen en het tyd daarvoor nodig- Sierboompies wil voel hulle word waardeer en dat jy verstaan dat jou verwagtinge vir hulle moeite of inspanning gaan kos Secirc dus asseblief en dankie- Sierboompies moet alles in die fynste besonderhede verstaan so herhaal geduldig wat jy gesecirc het indien nodig - Kommunikeer jou begrip vir die emosies wat sierbome beleef deur te secirc ldquoEk besef hierdie opdragstraf versoekwoorde laat jou _____________ voelrdquo - Pasop vir alle secircgoed wat `n sierboompie se diep emosies en ervarings kan afskiet Verbode woorde sluit in ldquoRuk jouself reg Hou op huil Kom nou daaroor Hoe lank gaan jy nog huil Wat is so erg daaraan Mocircre is nog `n dag Toemaar ander mense kry baie swaarder as jy Wees dankbaar ndash dit kon erger gewees het Ek weet van iemand wathelliprdquo- Onthou dat sierboompies net die negatiewe hoor Moet dus nooit komplimente met kritiek opvolg nie Wanneer ons vir sierboompies secirc ldquoDie kamer lyk pragtig maar jy moet volgende keer onthou om jou kasdeure toe te maakrdquo hoor hulle net ldquoJou kasdeure moes toe gewees hetrdquo ldquoWanneer ons secirc ldquoDis goeie punte hierdie maar dit lyk my jy het verlede kwartaal nog beter gedoenrdquo hoor hulle net ldquoJy het al beter gedoenrdquo Gee jou kompliment en weerstaan die versoeking om die klein bietjie kritiek daarby aan te las Hanteer die kritiek later sensitief as jy moet- Sierboompies neem dinge maklik persoonlik op en is daarom baie sensitief vir beskuldigings Wees dus seker van jou feite en praat privaat met hulle wanneer jy dink hulle is skuldig Wanneer hulle publiek tereggewys word word hulle baie aanvallend en sal hulle waarskynlik jok om hulle selfbeeld te beskerm- As sierboompies iets aanvang wat ons nie van hulle verwag nie moet ons nie oorreageer nie Vra eerder vrae om beter te verstaan My sierboompie is glad nie `n kind wat goed breek of beskadig nie maar toe sy vier was het sy op `n dag vertikale vensterblinders stukkend gesny ndash elkeen `n ander lengte Ek het woedend gereageer Dit het eers baie later uitgekom dat sy gedink het dit gaan mooier wees as elke paneeltjie `n ander lengte is

6

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

In this edition we will look at theme planning through phonics from page 36 - 47 as well asand problemsolving and the importance thereof in mathematics on page 22 We hope that you will enjoy this fun-packed edition as much as we enjoyed putting it all

together

May you enjoy fruitful and positive reflection on your own practice during 2015 I sincerely want to thank you for being a member of the dynamic and inspirational AECYC team

RegardsMarthie Stolz

5

Hoe om met ons liggeraakte sierboomkindertjies te praatDeur Hettie Brittz Aangepas uit Kweek Kinders met Karakter Kopiereg geld

Sierboomkinders is die kinders met wie ons moet praat asof woorde klippe is en hierdie kosbare kleingoed van glas gemaak is Dit kan uitputtend wees om elke keer ons woorde te tel MAAR as ons genoeg omgee om by hulle kommunikasievoorkeure aan te pas blom hierdie soms pieperige kleingoed en word produktiewe emosioneel intelligente bronne van vreugde

As ons werklik tot `n sierboompie wil deurdring moet ons die volgende riglyne volg- lsquon Sierboompie luister na hoe ons praat (die emosie) en nie net na wat ons secirc nie Ons moet dus baie rustig en vriendelik kommunikeer Hulle ldquosteekrdquo ons negatiwiteit blitsig ldquoaanrdquo wanneer ons met `n kermstem praat en dan kan ons `n mislike reaksie verwag- Sierbome sukkel soms om net te luister en wil graag soveel moontlik op skrif hecirc Maak liewer tekeninge van die reeumlls en plak dit iewers op as om jou kleuter heeldag daaraan te loop en herinner `n Knaende gekerm maak hulle vies- Praat rustig en moet hulle nie te veel aanjaag nie want sierboompies wil graag alles goed doen en het tyd daarvoor nodig- Sierboompies wil voel hulle word waardeer en dat jy verstaan dat jou verwagtinge vir hulle moeite of inspanning gaan kos Secirc dus asseblief en dankie- Sierboompies moet alles in die fynste besonderhede verstaan so herhaal geduldig wat jy gesecirc het indien nodig - Kommunikeer jou begrip vir die emosies wat sierbome beleef deur te secirc ldquoEk besef hierdie opdragstraf versoekwoorde laat jou _____________ voelrdquo - Pasop vir alle secircgoed wat `n sierboompie se diep emosies en ervarings kan afskiet Verbode woorde sluit in ldquoRuk jouself reg Hou op huil Kom nou daaroor Hoe lank gaan jy nog huil Wat is so erg daaraan Mocircre is nog `n dag Toemaar ander mense kry baie swaarder as jy Wees dankbaar ndash dit kon erger gewees het Ek weet van iemand wathelliprdquo- Onthou dat sierboompies net die negatiewe hoor Moet dus nooit komplimente met kritiek opvolg nie Wanneer ons vir sierboompies secirc ldquoDie kamer lyk pragtig maar jy moet volgende keer onthou om jou kasdeure toe te maakrdquo hoor hulle net ldquoJou kasdeure moes toe gewees hetrdquo ldquoWanneer ons secirc ldquoDis goeie punte hierdie maar dit lyk my jy het verlede kwartaal nog beter gedoenrdquo hoor hulle net ldquoJy het al beter gedoenrdquo Gee jou kompliment en weerstaan die versoeking om die klein bietjie kritiek daarby aan te las Hanteer die kritiek later sensitief as jy moet- Sierboompies neem dinge maklik persoonlik op en is daarom baie sensitief vir beskuldigings Wees dus seker van jou feite en praat privaat met hulle wanneer jy dink hulle is skuldig Wanneer hulle publiek tereggewys word word hulle baie aanvallend en sal hulle waarskynlik jok om hulle selfbeeld te beskerm- As sierboompies iets aanvang wat ons nie van hulle verwag nie moet ons nie oorreageer nie Vra eerder vrae om beter te verstaan My sierboompie is glad nie `n kind wat goed breek of beskadig nie maar toe sy vier was het sy op `n dag vertikale vensterblinders stukkend gesny ndash elkeen `n ander lengte Ek het woedend gereageer Dit het eers baie later uitgekom dat sy gedink het dit gaan mooier wees as elke paneeltjie `n ander lengte is

6

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Hoe om met ons liggeraakte sierboomkindertjies te praatDeur Hettie Brittz Aangepas uit Kweek Kinders met Karakter Kopiereg geld

Sierboomkinders is die kinders met wie ons moet praat asof woorde klippe is en hierdie kosbare kleingoed van glas gemaak is Dit kan uitputtend wees om elke keer ons woorde te tel MAAR as ons genoeg omgee om by hulle kommunikasievoorkeure aan te pas blom hierdie soms pieperige kleingoed en word produktiewe emosioneel intelligente bronne van vreugde

As ons werklik tot `n sierboompie wil deurdring moet ons die volgende riglyne volg- lsquon Sierboompie luister na hoe ons praat (die emosie) en nie net na wat ons secirc nie Ons moet dus baie rustig en vriendelik kommunikeer Hulle ldquosteekrdquo ons negatiwiteit blitsig ldquoaanrdquo wanneer ons met `n kermstem praat en dan kan ons `n mislike reaksie verwag- Sierbome sukkel soms om net te luister en wil graag soveel moontlik op skrif hecirc Maak liewer tekeninge van die reeumlls en plak dit iewers op as om jou kleuter heeldag daaraan te loop en herinner `n Knaende gekerm maak hulle vies- Praat rustig en moet hulle nie te veel aanjaag nie want sierboompies wil graag alles goed doen en het tyd daarvoor nodig- Sierboompies wil voel hulle word waardeer en dat jy verstaan dat jou verwagtinge vir hulle moeite of inspanning gaan kos Secirc dus asseblief en dankie- Sierboompies moet alles in die fynste besonderhede verstaan so herhaal geduldig wat jy gesecirc het indien nodig - Kommunikeer jou begrip vir die emosies wat sierbome beleef deur te secirc ldquoEk besef hierdie opdragstraf versoekwoorde laat jou _____________ voelrdquo - Pasop vir alle secircgoed wat `n sierboompie se diep emosies en ervarings kan afskiet Verbode woorde sluit in ldquoRuk jouself reg Hou op huil Kom nou daaroor Hoe lank gaan jy nog huil Wat is so erg daaraan Mocircre is nog `n dag Toemaar ander mense kry baie swaarder as jy Wees dankbaar ndash dit kon erger gewees het Ek weet van iemand wathelliprdquo- Onthou dat sierboompies net die negatiewe hoor Moet dus nooit komplimente met kritiek opvolg nie Wanneer ons vir sierboompies secirc ldquoDie kamer lyk pragtig maar jy moet volgende keer onthou om jou kasdeure toe te maakrdquo hoor hulle net ldquoJou kasdeure moes toe gewees hetrdquo ldquoWanneer ons secirc ldquoDis goeie punte hierdie maar dit lyk my jy het verlede kwartaal nog beter gedoenrdquo hoor hulle net ldquoJy het al beter gedoenrdquo Gee jou kompliment en weerstaan die versoeking om die klein bietjie kritiek daarby aan te las Hanteer die kritiek later sensitief as jy moet- Sierboompies neem dinge maklik persoonlik op en is daarom baie sensitief vir beskuldigings Wees dus seker van jou feite en praat privaat met hulle wanneer jy dink hulle is skuldig Wanneer hulle publiek tereggewys word word hulle baie aanvallend en sal hulle waarskynlik jok om hulle selfbeeld te beskerm- As sierboompies iets aanvang wat ons nie van hulle verwag nie moet ons nie oorreageer nie Vra eerder vrae om beter te verstaan My sierboompie is glad nie `n kind wat goed breek of beskadig nie maar toe sy vier was het sy op `n dag vertikale vensterblinders stukkend gesny ndash elkeen `n ander lengte Ek het woedend gereageer Dit het eers baie later uitgekom dat sy gedink het dit gaan mooier wees as elke paneeltjie `n ander lengte is

6

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Waarom het ek sommer aanvaar sy was stout As ek kalm gevra het hoekom sy dit gesny het sou ek dadelik besef het dit was `n groot fout wat sy in kinderlike onskuld begaan het Sy het gedink sy is besig met binnenshuise versiering Noudat sy ouer is sien ek elke dag tekens van hierdie kunstige kreatiewe inslag- Sierboompies word dikwels kwaad wanneer hulle gekritiseer word en kan dan vlymskerp reageer om jou ook te probeer seermaak Moet dit nie persoonlik opneem of daarop reageer nie Praat later daaroor om jou sierboompie te help om nie so terug te kap nie- Ons kan niks leliks terugtrek wat ons vir hulle gesecirc het nie want sierboompies onthou alles Wanneer ons teen hulle uitgevaar het in hulle karakter ingeklim het of onredelik was moet ons teruggaan en om verskoning vra Selfs om hard te skree is te erg vir hulle sisteempies Hulle ervaar die aggressie daarvan dieselfde as wat hulle fisieke geweld sal ervaar- Moenie baie praat wanneer `n sierboompie emosioneel is nie ndash hulle word sommer kwater Gee tyd en spasie en praat later- Sierboompies is baie sensitief vir stilstuipe want hulle vul die ldquoblanksrdquo in Hulle verbeel hulle die ergste lecirc woorde in jou (toe) mond en verbeel hulle gewoonlik jou woede of ontevredenheid is heelwat erger as wat dit regtig is Kry jouself minstens sover om te secirc ldquoEk sal later vir jou secirc hoe ek voel gee my net tydrdquo Dit help hulle om te wag vir die waarheid en nie so op hol te gaan nie Dit leer hulle ook `n aanvaarbare manier om hulle reaksies uit te stel totdat hulle minder emosioneel is

OPSOMMING

- Wees kalm - Wees spesifiek - Wees saaklik - Wees bereikbaar vir hulp - Wees waarderend vir hulle pogings

Hoe kan ek beter na my sierboompie luister

- Onthou die emosionele stortvloed is sierboompies se styl ndash as die storie deurmekaar is luister na die hart - Sierboompies sien al die detail as ewe belangrik wees dus maar geduldig terwyl hulle die bobbejaan agter die bult gaan haal - Vra hulle om op te som wat hulle alles gesecirc het wanneer jy nie volg nie maar moenie afskakel nie ndash dit maak hulle geweldig seer - Sierboompies kan onmiddellik voel wanneer jy krities of skepties is oor wat hulle secirc en dan raak hulle op hulle hoede Dit maak dat hulle nie verder hulle hart wil oopmaak nie Pasop om nie deur jou wenkbroue te lig te frons of te sug nie-verbaal sulke negatiewe terugvoering te gee terwyl hulle praat nie Gee maar kans tot dit jou beurt is om te praat en reageer dan versigtig - Verstaan dat wanneer `n sierboompie so baie detailvrae het dit nie wantroue in jou beteken nie Hulle het maar net `n groot behoefte om alles te weet en te verstaan- Sierboompies kla graag en het gewoonlik `n heel aparte kermstem vir sulke geleenthede Jy mag nooit na daardie stemmetjie luister nie anders word hy permanent Secirc net baie kalm ldquoEk wil graag luister so jy sal in jou vriendelike stem moet praatrdquo - Wees bedag op sierboompies se geheime wapen ndash hulle gebruik emosionele kerm en bekuldigings van onreg om ouers te manipuleer Wanneer jy hiervan hoor moet jy dit uitwys en seker maak dat dit nie `n patroon by jou sierboompie word nie

7

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Kom ons raak prakties

Identifiseer die agt stellings of vrae wat rsquon sierboompie se gevoelens sal misken Vervang elkeen met rsquon stelling of vraag wat empatie en begrip oordra Ek gee moontlike antwoorde en alternatiewe reaksies onderaan

1 Dit lyk vir my jy is diep teleurgesteld2 Vergeet nou daarvan3 Hoekom huil jy alweer4 Wat het jou so hartseer laat word5 Jy kan nou maar ophou huil Dis verby6 Ek sien jy is geskok en ontsteld7 Gaan sit gerus op rsquon rustige plek totdat jy beter voel8 Moenie jouself so jammer kry nie9 Jy is nie die enigste een wat seergekry het nie 10 Jy het rsquon baie sagte hart Dit is kosbaar11 Ek weet nie wat om te doen wanneer jy so huil nie12 Jy kan enige tyd by my kom sit selfs al is jy te hartseer om te praat13 Lag en die wecircreld lag saam met jou huil en jy huil alleen

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

8

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Merk die kommunikasiefoute wat jy nog soms met jou sierboompie maak Omkring dieacute wat julle verhouding kan laat skipbreuk lei en maak werk daarvan om dit met goeie kommunikasie te vervang

o Ek vloek hom of haar somso Ek raak baie emosioneel as hy emosioneel iso Ek loop weg wanneer sy huil omdat dit my afsito Ek hou nie van al die vrae nieo Ek luister nie na die detail wanneer sy praat nie ndash dit maak my moego Ek skryf geen briefies nieo Ek gee nie terugvoering wanneer hy werk vir my gedoen het nieo Ek praat met ander mense oor haar fouteo Ek stoot en trek wanneer sy moedeloos word in plaas daarvan om haar aan te moedigo Ek vergeet dikwels om vir hom te secirc dat ek vir hom lief iso Ek gee nie genoeg inligting betyds deur nieo Ek jaag hom aan wanneer hy rsquon lang storie vertel

Immergroen Ouerskap nooi jou om lsquon Immergroen Ouerskapkursus of Kleuterkursus by te woon om toegerus te word vir die hantering van ldquoal die boompies in jou tuinrdquo sodat ouerskap en onderwys weer die uitbundige vreugde en vervullende ervaring kan wees waarvoor jy altyd gehoop het Kom loer in by wwwimmergroenuoerskapcoza en kuier saam op Facebook by Evergeen Parenting

Antwoorde

1 Al is jy nog vir rsquon rukkie daaroor hartseer weet ek dat dit jou nie vir altyd sal bly pla nie2 Ek kom agter dat jy kort-kort huil Ek wil graag verstaan waarom sodat ek jou kan help3 Die ergste is verby Jy sal later beter voel4 Dit lyk vir my jy voel jy kry onnodig swaar 5 Daar is nog mense wat saamstem dat dit seer was Ek hoop iemand troos hulle ook6 Hoe kan ek jou help wanneer jy so hartseer is 7 Jy mag huil en jy mag lag Ons almal voel soms lekker en soms sleg8 Ek is jammer om te sien dat dit regtig vir jou erg is

9

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

bull

How to talk to our meltdown-prone lollipop tree childrenBy Hettie Brittz Adapted from Growing Kids with Character 20 Copyrighted

Lollipop trees are the children we need to talk to as though our words were stones and these precious kids were made of glass It can be exhausting BUT when we care enough to adapt to their preferred communication style these sometimes timid little ones bloom into productive and emotionally intelligent delights

If we really want our lollipops to understand what we say we will do them and ourselves a favour to follow these guidelines bull A lollipop listens to the way we speak (emotions) and not only to what we say We should therefore communicate very calmly and in a friendly way They can ldquocatch onrdquo to our negativity very quickly if we talk in a whiny tone and then we can expect a nasty reactionbull Lollipops sometimes have trouble listening and want as many written instructions as possible Make sketches of rules and put them up somewhere It will be more effective than walking around reminding your toddler all day long A constant nagging exhausts thembull Talk calmly and donrsquot rush them too much Lollipops want to do everything well and need time to accomplish thisbull Lollipops want to feel appreciated and be certain you understand that your expectations will be hard work

and trouble Therefore say please and thank you

Lollipops need to understand everything in detail so repeat everything you said patiently when necessary bull Convey that you understand the emotion that your lollipop is experiencing by saying ldquoI realise that this instruction (or punishment or request or word) makes you feel ___________rdquobull Beware of saying things that could convey disregard for your lollipoprsquos intense emotions and experiences Forbidden words include ldquoGet a grip Stop crying Get over it How long are you going to keep on sulking What is so bad about that Tomorrow is another day Donrsquot worry other people are worse off than you Be grateful ndash it could have been much worse I know of someone who rdquobull Remember that lollipops only hear the negative Therefore never follow up a compliment with criticism When we tell lollipops ldquoThe room looks nice but next time you should remember to close the closet doorrdquo they only hear ldquoYour closet door should have been closedrdquo When we say ldquoThese are good marks but it seems to me that you did better last termrdquo they will only hear ldquoYou did better in the pastrdquo Give the compliment and resist the temptation to add even a touch of criticism If you need to deal with criticism do it later in a sensitive waybull Lollipops are quick to take things personally and are therefore very sensitive to accusations Be sure of your facts and talk privately when you think they are guilty When they are reprimanded in public they get very defensive and they will probably lie to protect their self-imagebull If lollipops do something wrong that we didnrsquot expect of them we shouldnrsquot overreact Rather ask explorative questions My lollipop was never one to break or damage things but when she was four she cut up the vertical blinds ndash all into different lengths I was furious Later it turned out that she thought it would look more artistic if every panel had a different length Why did I just assume she was naughty If I had stayed calm and asked her why she had cut them I would have realised immediately that it was a big mistake made in childlike innocence She thought she was busy with interior decoration Now that she is older I see signs of this artistic creative tendency every day

10

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

bull Lollipops often get uncharacteristically aggressive when they are criticised and can react with razor-like sharpness to hurt you too Donrsquot take it personally nor react to it Talk about it later and teach your lollipop not to react that way They are usually remorseful within a few minutes after their counter-attackbull We canrsquot take back nasty words once we have said them because lollipops remember everything When we have lashed out attacked their character or been unreasonable we have to go back and apologise Even shouting at them is too much for their delicate composition They experience this type of aggression as in tensely as they would physical violencebull Donrsquot talk a lot when lollipops are emotional ndash they will get even angrier Allow them time and space and talk laterbull Lollipops are very sensitive to the silent treatment because they fill the gaps themselves They imagine the worst put words in your (closed) mouth and usually imagine your anger or unhappiness as far worse than it really is At least try to say ldquoI will tell you how I feel later just give me timerdquo This will help them wait for the truth and not have their imaginations run wild It is also a way of postponing their reactions until they are less emotional

IN SHORT

bull Be calm bull Be specific bull Be matter-of-fact bull Be available to help bull Be appreciative of their attempts

How can we better listen to our lollipops

bull Remember that an emotional avalanche of words is part of the lollipoprsquos style ndash if the story seems confusing listen to the heartbull Lollipops see all details as equally important Therefore be patient while they go down many detours to get to their destinationbull Ask them to summarise everything they have said when you donrsquot follow but donrsquot switch off ndash it hurts them immenselybull Lollipops can immediately sense when you are critical or sceptical about what they are saying and then they become guarded It will prevent them from opening their hearts to you in future Be careful not to raise your eyebrows frown sigh or give other negative non-verbal feedback while they are talking Give them a chance to talk and respond with caution bull Understand that it is not mistrust towards you when lollipops have so many detailed questions They merely have an intense need to know and understand everything bull Lollipops like to complain and usually have a completely separate whiny voice for such occasions You should never respond to that voice or else it will become permanent Say very calmly ldquoI want to listen but you will have to use your friendly voicerdquobull Look out for the lollipopsrsquo secret weapon ndash they use emotional complaining and unreasonable accusations to manipulate parents When you hear this point it out and make sure that it doesnrsquot become a pattern with your lollipop

11

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Letrsquos get practical

Identify the eight statements or questions that would hurt a lollipoprsquos feelings Replace each of these with a statement or question that would convey empathy and understanding There are some possible answers and alternative reactions provided at the end of this exercise

1 It seems you are deeply disappointed2 Forget about it3 Why are you crying again4 What made you so sad5 You can stop crying now Itrsquos over6 I see you are shocked and upset7 Go and sit somewhere quiet until you feel better8 Donrsquot feel so sorry for yourself9 You are not the only one who was hurt10 You have a very gentle spirit That is precious11 I donrsquot know what to do when you cry like that12 You can come and sit with me any time even if you are too sad to talk13 Laugh and the world laughs with you cry and you cry alone14 Surely it canrsquot be that bad15 Have you ever noticed that rude people upset you

12

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Mark the communication mistakes you still make with your lollipop Circle those that could cause your relationship to be shipwrecked and work on replacing these with good communication habits

bull I sometimes swear at himbull I get very upset when he is emotionalbull I walk away when she cries because it upsets mebull I donrsquot like all the questionsbull I donrsquot write any notesbull I donrsquot pay attention to detail when she talks ndash it exhausts mebull I donrsquot give feedback when he did something for mebull I discuss her faults with other peoplebull I pull and push when she gets discouraged instead of encouraging herbull I often forget to tell him that I love himbull I often donrsquot give enough timely informationbull I rush him when he tells a long story

Answers

1 Even if you are sad about it for a while longer I know it is not something that will upset you for life2 I have noticed that you cry often I want to understand why so that I can help you3 The worst is over You will feel better eventually4 I see you feel you are hurting more than you deserve5 There are other people who agree that it was bad I hope someone will hug them too6 How can I help you when you are so sad7 You are allowed to laugh and cry All of us feel happy at times and sad at times8 I am sorry to see that it was really that bad for you

13

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Posbus

Goeie dag Lize en Marthie

Ek wil julle gelukwens met n baie pragtige seminaar ndash hierdie keer het julle julleself oortref

Dit was insiggewend om na die onderskeie sprekers te luister en die dissipline werkswinkel was lsquon fees

Vriendelike groeteRonel ViljoenZonkie Montessori

POST BOX

Terugvoer op Facebook Feedback on FacebookWat lsquon voorreg om my lewensroeping so passievol te kan uitleef EN dit self so te geniet Chrizanda du Preez Dissipline werkswinkel aanbieder

Suzette Heydenreich Thank you VVOS I enjoyed great content and majorinspiration to changetheworld

Elsa Schultz Graham baie dankie dit was n lekker daggie Het dit baie geniet

Juanita Beukman Was heerlik Dankie

Annalie Botha Baie dankie vir lsquon puik dag

14

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

POST BOX

More AlmalEerstens wil ons net baie dankie secirc vir lsquon ongelooflike seminaar dit was heerlik om

deel te wees van die seminaarBaie dankie

Annatjie van der MerweAnniersquos CrecheKleuterskool

Marthie en jou span

Baie dankie vir die geleentheid om lsquon woordjie te kon bydrae en lsquon stem vir soveel kinders te kon wees tydens jul groot byeenkoms van opvoeders

Aangesien dit vir my lsquon eerste van so groot formaat was en ook my eerste bywoning van jul byeenkoms was dit lsquon heerlike ondervinding in persoon Ek het nou gesien hoe dit gedoen word en was aangenaam verras Baie geluk julle doen wonderlike werk

Vriendelike groeteDr Lettie Horn

Beste VVOS

Baie dankie dat ek die eer gehad het om vandag se seminaar te kon bywoon Dit was baie leersaam soos altyd en uitstekend georganiseer Doen so voort julle word net elke jaar beter en beter

Liefdegroete

Zenda

15

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Problem-based learning in

Mathematics

16

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Problem-based Learning in Mathematics(

Problem-based learning (PBL) describes a learning environment where problems drive the learning That is learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve the prob-

lem Rather than seeking a single correct answer students interpret the problem gather needed information identify possible solutions evaluate options and present conclusions Proponents of mathematical problem solving insist that students become good problem solvers by learn-ing mathematical knowledge heuristicallyStudentsrsquo successful experiences in managing their own knowledge also helps them solve mathematical problems well (Shoenfeld 1985 Boaler 1988) Problem-based learning is a classroom strategy that organizes mathematics instructions around problem solving activities and affords students more opportunities to think critically present their own creative ideas and communicate with peers mathematically (Kruik amp Rud-nick 1999Lewellen amp Mikusa 1999 Erickson 1999 Erickson 1999 Carpenter et al 1996 Hiebert et al 1996 Hiebert et al 1997)

PBL and Problem-solving

Since PBL starts with a problem to be sloved students working in a PBL environment must become skilled in problem-solving creative thinking and critical thinking Unfortunately young childrenrsquos problem-solving abilities seem to have been seriously

underestimated Even kindergarten children can solve basic multiplication problems (Thomas et al 1993) and children can solve a reasonably broad range of word problems by directly modeling the actions and relationships in the problem just as children usually solve addition and subtraction problems through direct modeling

Those results are in contrast to previous research assumptions that the structures of multiplication and division problems are more complex than those of addition and subtraction problems However this study shows that even kindergarten children may be able to figure out more complex mathematical problems than most mathematics curricula suggest PBL in mathematics classes would provide young students more opportunities to think critically represent their own creative ideas and communicate with their peers mathematically

17

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

PBL and Constructivism

The effectiveness of PBL depends on student characteristics and classroom culture as well as the problemsolving tasks Proponents of PBL believe that when students develop methods for constructing their own procedures they are integrating their conceptual

knowledge with their procedural skillLimitations of traditional ways of teaching mathematics are associated with teacher-orientated instruction ldquoready-maderdquo mathematical knowledge pre-sented to students who are not receptive to the ideas (Shoenfeld 1988) In these circumstances students are likely to imitate the procedures without deep conceptual understanding When mathematical knowledge or procedural skills are taught before students have conceptulized their meaning studentsrsquocreative thinking skills are likely to be stifled by instruction As an ex-ample this standard addition algorithm has been taught without being considered detrimental to understanding arithmetic because it has been considered useful and important enough for students to ultimately enhance profound understanding of mathematics Kamii and Dominick (1988) and Baek (1988) have shown that the standard arithmetic algorithms would not benefit elementary studens learning arithmetic Rather students who had learned the standard addi-tion algorithm seemed to make more computational errors than students who never learned the standard addition algorithm but instead created their own algorithm

18

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Childrenrsquos understanding in a PBL environment

The PBL environment appears different from the typical classroom environment that people have generally considered good where classes are well managed and students get high scores on standardized tests However this conventional sort of instruction does not

enable students to develop mathematical thinking skills well Instead of gaining a deep under-standing of mathematical knowledge and the nature of mathematics students in conventional-classroom environments tend to learn inappropriate and counterproductive conceptualizations of the nature of mathematics Students are allowed only to follow guided instructions and to obtain right answers but not allowed to seek mathematical understanding Consequently instruction be-comes focused on only getting good scores on tests of performance Ironically studies show that students educated in the traditional content-based learning environments exhibit lower achieve-ment both on standardized tests and on project tests dealing with realistic situations than students who learn through a project-based approach (Boaler 1998)In contrast to conventional classroom environments a PBL environment provides students with opportunities to develop their abili-ties to adapt and change methods to fit new situations Meanwhile students taught in traditional mathematics education environments are preoccupied by exercises rules and equations that need to be learned but are of limited use in unfamiliar situations such as project tests Further students in PBL environments typically have greater opportunity to learn mathematical processes associ-ated with communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubienskik 1999)

19

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Teacher roles in a PBL environment

Within PBL environments teachersrsquo instructional abilities are more critical than in tra-ditional teacher-centered classrooms Beyond presenting mathematical knowledge to students teachers in PBL environments must engage students in marshalling in-

formation and using their knowledge in applied settings First then teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problemsolving situations Teachers with little mathematical knowl-edge may contribute to student failure in mathematical PBL environments Without an in-depth understanding of mathematics teachers would neither chooseappropriate tasks for nurturing stu-dentsrsquo problem-solving strategies nor plan appropriate problem based classroom activities (Pra-wat 1997 Smith III 1997)

Furthermore it is important that teachers in PBL environments develop a broader range of peda-gogical skills Teachers pursuing problem-based instructions must not only supply mathematical knowledge to their students but also know how to engage students in the processes of problem-solving and applying knowledge to novel situations Changing the teacher role to one of managing the problem-based classroom environment is a challenge to those unfamiliar with PBL (Lewellen amp Mikusa 1999) Clarke (1997) found that only teachers who perceived the practices associ-ated with PBL beneficial to their own professional development appeared strongly positive in managing the classroom instruction in support of PBL Mathematics teachers more readily learn to manage the PBL environment when they understand the altered teacherrsquos role and consider preparing for the PBL environment as a chance to facilitate professional growth (Clarke 1997)

Conclusions

In implementing PBL environments teachersrsquo instructional abilities become critically impor-tant as they take on increased responsibilities in addition of mathematical knowledge Be-yond gaining proficiency in algorithms and mastering foundational knowledge in mathemat-

ics students in PBL environments must learn a variety of mathematical processes and skills related to communication representation modeling and reasoning (Smith 1998 Erickson 1999 Lubineski 1999) Preparing teachers for their roles as managers of PBL environments presents new challenges both to novices and to experienced mathematics teachers (Lewellen amp Mikusa 1999)

20

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

REFERENCES

Boaler J (1998) Open and closed mathematics student experiences and understandings ldquoJournal for Research on Mathematics Educationrdquo 29(1) 41 ndash 62 Carpenter T Ansell E Franke M Fennema e amp weisbeck L (1993) Models of problem solving processes ldquoJournal for Research in Mathematics Educationrdquo 24 (5) 428-441Clarke DM (1997) The changing role of the mathematics teacher ldquoJournal for Research Mathematics Educationrdquo 28 (3) 278-308Erickson DK (1999) A problem-based approach to mathematics instruction ldquoMathematics Teacherrdquo 92 (6) 516-521Hiebert J Carpenter TP Fennema e Fuson K Human P Murray H Olivier A amp Wearne D (1996) Problem solving as a basis for reform in curriculum and instruction The Case of Mathematics ldquoEducational Researcherrdquo 12-18Hiebert J Carpenter TP Fennema e Fuson KHuman P Murray H Olivier A amp Wearne D (1997) Making mathematics problematic A rejoinder to Prawat and Smith ldquoEducational Researcherrdquo 26 (2) 24-26Krulik S amp Rudnick JA (1999) Innovative tasks to improve critical- and creative-thinking skills In I V Stiff (Ed) ldquoDeveloping mathematical reasoning in grades K-12rdquo Reston VA National Council of Teacheers of Mathematics (pp 138-145)Lewellen H amp Mikusa MG (February 1999) Now here is that authority on mathematics reform Dr Constructivist ldquoThe Mathematics Teacherrdquo 92 (2) 158-163Lubienski ST (1999) Problem-centered mathematics teaching ldquoMathematics Teaching in the Middle Schoolrdquo 5 (4) 250-255 Prawat RS (1997) Problematizing Deweyrsquos views of problem solving A reply to Hievert et al ldquoEducational Researcherrdquo 26 (2) 19-21Schoenfeld AH (1985) ldquoMathematical problem solvingrdquo New York Academic PressSmith CM (1998) A Discourse on discourse Wrestling with teaching rational equatons ldquoThe Mathematics Teacherrdquo 91 (9) 749-753Smith III JP (1997) Problems with problematizing mathematics A reply to Hiebert et al ldquoEducational Researcherrdquo 26 (2) 22-24 Scripts and childrenrsquos understanding of emotion In C Saarni amp PL Harris (Eds) Childrenrsquos understanding of emotion (pp 293-318) Cambridge UK Cambridge University Press Zeeman J amp Shiman K (1996) Childrenrsquos expression of negative affect Reasons and methods Developmental Psychology 32 (5) 842-850 EJ 534 557e

This publication was funded by the Office of Educational Research and Improvement US Department of Edu-cation under contract no DERR93002007 The opinions expressed in this report do not necessarily reflect the positions or policies of OERI ERIC Digests ae in the public domain and may be freely reproduced

(Republished from the Learning Years Magazine Volume 32 number 3)

21

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Problem-solving reasoning and

numeracyTeachers must support children in developing their understanding of problem solving reasoning and numeracy in a broad range of contexts in which they can explore enjoy learn practice and talk about their developing understanding Teachers must offer opportunities for these skills to be practiced in order to give children confidence and competence in their use

What problem solving reasoning and numeracy means for children

This area of learning and development includes seeking patterns making connections recogniz-ing relationships working with numbers shapes space and measures and counting sorting and matching Children use their knowledge and skills in these areas to solve problems generate new questions and make connections across other areas of learning and development

How settings can effectively implement this Area of Learning and Development

Mathematical understanding should be developed through stories songs games and imaginative play To give all children the best opportunities for effective mathematical development teachers should give particular attention to

Many different activities some of which will focus on mathematical development and some of which will draw out the mathematical learning in other activities including observing numbers and patterns in the environment and in daily routines Practical activities underpinned by childrenrsquos developing communication skills

Activities that are imaginative and enjoyable Real-life problems for example How many spoons do we need for everyone in this group to have one Modelling mathematical vocabulary during the daily routines and throughout practitioner- led activities Giving children sufficient time space and encour- agement to use ldquonewrdquo words and mathematical ideas concepts and language during child-initiat- ed activities in their own play Encouraging children to explore problems to make patterns and to count and match together The balance between learning and teaching indoors and outdoors (eg having read a story about washing clothes there might be launder- ette play indoors and washing line play outdoors ships built out of recyclables bikes and other wheel vehicles being used as delivery vans numbered (and lettered) parking spaces The staff would spend time in both environments and the level of child-initiated and teacher-led activity would be monitored and divided more or less equally across both environments Displays would include examples from both environments) Help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language Opportunities to observe assess and plan the next stage in childrenrsquos learning Relevant training to improve teachersrsquo knowledge skills and understanding

(Republished from the Learning Years Magazine Volume 32 number3)

22

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

After having read the mathematics related articles letrsquos look at ideas in the five focus areas

Nadat u die wiskunde artikels gelees het kom ons kyk na idees in die vyf fokus areas vir wiskunde 1 Numbers calculations and relations1 Getalle bewerkings en verwantskappe

What do numbers look like However more importantly what do they feel like

Hoe lyk getalle Of eerder hoe voel getalle

ldquoTeachers must offer opportunities for skills

to be practicedrdquo

23

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

2 Patterns functions and algebra2 Patrone funksies en algebra

Patterns are fun when integrated in the class and everyday life see how these Grade R learners use their knowledge of

patterns

Dit is baie lekker om te sien hoe leerders hul kennis van patrone in hul wese toepas

3 Space and form 3 Ruimte en vorm

Working with rectangles can be interesting and fun Just paste

random rectangles in any creatiwe way and see how learners can

interpret their own understanding

Wanneer daar met reghoeke gewerk word kan dit baie

interressant en pret wees Plak reghoeke op enige kreative manier

en sien hoe leerders hul eie begrip interpreteer

24

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

4 Measurement4 Meting

5 Data Handling5 Datahantering

Measurement can be incorporated in the learnersrsquo development By measuring learners

every term and making the information visible learners will be able to feel

compare and experience measurement

Meting kan baie makilik deel word van die leerders se ontwikkeling Deur die

leerders elke kwartaal te meet en die informasie visueel en tasbaar aan leerders te

toon gee leerders die geleentheid om die informasie te vergelyk en om meting te

ervaar

Children love to work with concrete object and by nature have the ability to sort

information Give learners the opportunity to sort and record their own set of

information

Leerders is lief daarvoor om met konkrete voorwerpe te werk Leerders het

lsquon natuurlike aanvoeling om informasie te versamel en te sorteer Bied leerders

die geleentheid om hulle eie informasie te versamel en dit op te skryf soos wat hulle

dink

25

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

26

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

The SCARF model

How leaders in the Early Childhood Development (ECD) sector can use the latest research of the brain to manage and improve performance in this sector

Erich Cloete -Principal Laerskool Westerlig -

Before we discuss the model and the application thereof for leaders in the ECD sector it is necessary to briefly explore this new emerging field of Neuroleadership It is a term coined in 2006 by David Rock It is an emerging field of study focused on bringing neuroscientific knowledge into the areas of leadership development management training change management all fields of education consulting and coaching It is exploring the processes within the brain that underlie or influence human decisions behaviour and interactions in the workplace and beyond It focuses on how individuals in a social environment make decisions and solve problems regulate their emotions collaborate with and influence others as well as how leaders facilitate change

In simple terms it means that Neuroleadership takes the latest information on how the brain works which is gained through scientific research and apply those principles and information to leadership It must be seen as a subfield of leadership with the sole purpose of improving leadership practices The study of the brain made one thing clear and that is that the human brain is a social organ Although a job is often regarded as a purely economic transaction in which people exchange their labour for financial compensation the brain experiences the workplace first and foremost as a social system Research has shown that people who feel rejected or excluded at work provoked the same sort of reaction in the brain that physical pain might cause This means that when people feel betrayed at work or unrecognized or when they are reprimanded or given an assignment that seems unworthy they experience it as powerful as a blow to the head

Leaders who understand this dynamic can more effectively engage their employeesrsquo talents support their teams and create an environment that fosters productive change and performance Indeed the ability to address the social brain in the service of optimal performance will be a distinguishing leadership capability in the years to comeCritical research on the social brain starts with the threat and reward response a neurological mechanism that governs a great deal of human behaviour A threat is usually associated with anxiety fear and sadness while a reward response indicates feelings of curiosity happiness and contentment Whenever we encounter something unexpected such as a manager calling you to his office a meeting you have to attend to at short notice a difficult parent arriving unannounced at the school a new colleague moving into the classroom next door or a shadow seen from the corner of your eye the limbic system of the brain is aroused If the perception is danger then the response becomes a pure threat response also known as the fight or flight response the avoid response and in extreme form the amygadala hijack name for a part of the limbic system that can be aroused rapidly and which creates a lot of emotional charge in our brains

27

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

The threat response is both mentally taxing and deadly to the productivity of a person or organization because it uses up oxygen and glucose from the blood which is used by parts of the brain respon-sible for processing new information and ideas This impairs analytical thinking creative insight and problem solving in other words just when people most need their sophisticated mental capabilities situated the prefrontal cortex the brainrsquos internal resources are taken away from them This is often visible when leaders trigger a threat response in their employees Their brains become much less efficent

It is also true that when leaders make people feel good about themselves clearly communicate their expectations gives employees latitude to make decisions support peoplersquos efforts to build good relationships and treat the whole organisation fairly it prompts a reward or approach response employees become more effective and commited more open to ideas more productive and more creative

Research suggests that the following five qualities are used to minimise the threat (avoid) response and enable the reward (toward) response

These five qualities are expressed with the acronym SCARF and stands for

bull Statusbull Certaintybull Autonomybull Relatednessandbull Fairness

Moving towards the above qualities will create a reward response while moving away from them will create a threat response

The language of SCARF can helps us notice a threat occurring while it is happening in real time and help to regulate our emotions

28

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

The battle for Status Everyonersquos brain is constantly monitoring their status in any group It literally assigns a person a number in that group People are always screening their relative importance and seniority to others (eg peers co-workers friends line managers) as anyone who has lived in a modest house in a high priced neighbourhood would know This is why winning an argument or being first off the mark at the green light or even winning a board game feels so good even if nothing is at stake When people have a perception of increased status they start to feel reward or toward emotions On the other hand when someone is left out or overlooked by their manager they will experience a threat response If someone is accused of being ineffective at a task they will perceive themselves as to be ldquoless than othersrdquo which will trigger a threat response This is why the words ldquoCan I offer you some feedbackrdquo put people on the defensive because they perceive the person offering the advice as claiming superiority It is the same situation as hearing footsteps in the dark In such a situation people secrete cortisol which is a stress hormone This is why it is good to have people give themselves feedback within a safely structured setup Leaders in the ECD sector must also take note of the many less-costly ways to improve the perception of status their staff hasbull Give praise and let people feel good about themselves ndash remember people pay a lot of time to protecting and building their statusbull Encourage your staff to master a new skill as this enhances status and give recognition to the newly acquired skillbull Value and respect your staff equallybull Donrsquot attack someonersquos status publicly (in front of others) or unfairly - research has shown that social pain comes back when you think about it again whereas physical pain doesnrsquotbull Encourage staff to play against themselves - because we perceive ourselves with the same circuits as when perceiving others we can literally trick our brains into a status reward by playing against ourselves It is also true that when staff is trying to be of higher status than others there will be a decrease in relatedness

A craving for Certainty

Certainty has to do with being able to predict the future with accuracy Any time we experience too much uncertainty we get a limbic system response In other words we experience more of the away emotions It is like a flashing icon on the desktop of your computer and it will not stop until the uncer-tainty is resolved Too much uncertainty is like an inability to create a complete map of a situation and with parts missing you are not as comfortable as when the map is complete This is why people crave certainty Look at the following ways in which leaders in the ECD sector can create a perception of certainty in their centres or schools

Share information freely and try to be as transparent as possible If a new staff member is bull appointed and he or she doesnrsquot know where the coffee is or the copier machine it will create uncertainty This is why induction is so importantbull Let information flow freely through the schoolbull Break a complex project down into small stepsbull In learning situations tell people what you are going to tell them tell them then tell them what you told them all of which increases certaintybull Give people more choices as this also reduces stress and creates certainty

29

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

The Autonomy factor

Autonomy is about choices and control When you sense you have choices something that used to feel stressful feels more manageable Example When a child wonrsquot go to bed you might reduce the resistance by giving back a choice The child can choose whether to read a book or be told a story This choice can have a big impact It is the perception of choice that matters to the brain Leaders in the ECD sector must find ways for their staff to make their own choices as it shifts peoplersquos emotions away from an away response more to a toward response Example Create a broad framework from within which they can choose Inform them about the timeframe of class visits but let them choose the specific date Further ways to improve autonomy in the centre school - remember that employees with a greater sense of autonomy report greater job satisfaction bull Try not to micro manage your staff as this creates a threat responsebull Provide them with a sense of control over events ndash inescapable or uncontrollable stress is very destructive bull Grant more autonomy as a reward for good performancebull Teach your staff to be responsible for their mental state instead of a victim of circumstancesbull Much has been made of taking responsibility in life and at work Generating a definite toward response by making an active choice increases your ability to respond to incoming data in adaptive manner

Relatedness - turn enemies into friends

In the absence of safe social interactions the body generates a threat response This is why meeting someone unknown creates a threat response On the other hand one feels better at a new centre school knowing one or two educators rather than none Relatedness also involves deciding whether others are ldquoinrdquo or ldquooutrdquo of a social group whether someone is friend or foe People naturally like to form tribes when they experience a sense of belonging as they feel greater trust and empathy toward people who are similar to themselves That is why there usually is a natural distinction between ECD practitio-ners and management teams Ways to improve relatedness at schoolsbull Increase safe connections between staff membersbull Set up a clearly defined buddy mentoring or coaching programbull Smaller groups appear to be safer than larger groupsbull If two or more groups or teams need to work together fostering more social contact between them is one way to increase relatednessbull Teach your staff that anytime they meet someone new to make an effort to connect on a human level as early as possible to reduce the threat response Fairness can be more rewarding than money The perception that an event has been unfair generates a strong response in the limbic system undermining trust The cognitive need for fairness is so strong that some people are willing to fight and die for causes they believe are just or commit themselves whole-heartedly to an organisation they recognize as fair This is why voluntary work is done by so many as they feel it decreases the unfairness in the world When we feel we have been treated fairly we experience toward emotions and are more committed and motivated

30

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

On the other hand if you perceive somebody as unfair you do not have empathy with them and this closes down communication Within an ECD center school unfairness creatre an environment in which trust and collaboration cannot flourish Fairness makes you open to new ideas and more willing to connect with people which also impacts positively on relatedness

How to improve fairness in your school

bull Be transparentbull Have the same set of rules for everyonebull Share information and increase involvement so that people understand why some decisions are madebull Establish clear ground rules and expectationsbull Donrsquot let unfairness go unpunished

Putting on the scarf

Leaders in the ECD sector should realize that every action they take every decision they make either supports or undermines the perceived level of status certainty autonomy relatedness and fairness This is why leading is so difficult Every word and every glance is loaded with social meaning Sentences and gestures are noticed and interpreted magnified for meanings you may never have intended The SCARF model provides a means of bringing conscious awareness to all these potentially fraught interactions Start by reducing the threats inherent in your centre school in your management teamrsquos behaviour and create a place where people are treated fairly drawn together to solve problems make choices have certainty and perceive high levels of status

ReferencesRock D and C Cox (2012) SACRF in 2012 updating the social neuroscience of collaborating with othersRock and Ringleb ALH (2009) Defining Neuroleadership as a fieldRock D (2009) Your Brain at Work Collins New YorkRock D (2009) Managing with the brain in mindRock D (2008) SCARF a brain based model for collaborating with and influencing others

31

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

School Kitchen

The winter chill is upon us and there is nothing as tasty as soup and bread to serve as a healthy

meal for our children

Brown Bread Rolls (40 children)

2 rounded tsp dried yeast 4 tsp sugar8 cups warm water 8 cups nutty wheat8 cups bread flour 4 tsp salt2 tablespoons oil

Method1 Mix yeast and sugar together with 1 cup of warm water and allow to stand till bubbly2 Mix nutty wheat flour and salt together in another bowl3 Make a well in the middle and stir in the yeast mixture and the remaining water to make a sticky dough4 Form into rolls (putting oil on hands) and allow to rise in warming drawer for 15 minutes5 Bake at 180 degrees for 15 minutes

32

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Competition time

Kompetisie-tyd

Do you think you know what I am thinking

give it a try

Dink jy jy weet wat ek dink probeer gerus

The lucky reader that feels they know what baby is thinking must e mail their answers to vvostiscalicoza before 30 August 2015 The lucky winner can choose any one training session provided by the AECYC for free in 2015 2016 The winner will be notified via e mail and the winning response will be published in the next edition of the Learning years

Die leser wat dink hysy weet wat hierdie baba dink kan die antwoord na vvostiscalicoza e-pos voor 30 Augustus 2015 2016 Die gelukkige wenner kan enige een opleiding sessie van hullle keuse tydens 2015 wat deur die VVOS aangebied word verniet bywoon Die wenner sal per e-pos gekontak word en die antwoord sal in dievolgende uitgawe van die kleuterklanke gepubliseer word

33

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

What is Howard Gardnerrsquos MI

Knowing about the eight Multiple Inteligences is one of the most helpful ways of thinking about how to

improve your teaching

ANYLETICALThe following three intelligences are analytical because even though they can have a social or introspective

component to them they most fundamentally promote the pro-cess of analyzing and incorporating data into existing situations The analytical intelligences are by nature heuristic (speculative formulation) processes

Logical (Mathematical) Children who display an aptitude for numbers reasoning and problem solving These are the children who typically do well in traditional classrooms where teaching is logically sequenced and learners are asked to conform

Musical (Rhythmic) Children who learn well through songs patterns rhythms instruments and musical expression It is easy to overlook children with this intelligence in traditional education

Naturalist Children who love the outdoors animals and field trips More than this though these students love to pick up on subtle differences in meanings The traditional classroom has not been accommodating to these children

INTROSPECTIVE The following two intelligences are introspective because they require a looking inward by the learner an emotive connection to their own experiences and beliefs in order to make sense of new learning The intro-

spective intelligences are by nature affective processes

Intrapersonal These children are children who are especially in touch with their own feelings values and ideas They may tend to be more reserved but they are actually quite intuitive about what they learn and how it relates to themselves

Visual (Spatial) Children who learn best visually and organizing things spatially They like to see what you are talking about in order to understand They enjoy charts graphs maps tables illustrations art puzzles and costumes - anything eye catching

34

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

INTERACTIVE The following three intelligences are interactive because even though they can be stimulated through passive activity they typically invite and encourage interaction to achieve understanding Even if a student

completes a task individually heshe must consider others through the way she writes creates constructs and makes conclusions The interactive intelligences are by nature social processes

Verbal (Linguistichellip to do with words) Children who demonstrate strength in the language arts speaking writing reading listening These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching

Kinesthetic (Bodily) Children who experience learning best through activity games movement hands-on tasks building These children were often labeled ldquooverly activerdquo in traditional classrooms where they were told to sit and be still

Interpersonal Children who are noticeably people oriented and outgoing and do their learning cooperatively in groups or with a partner These children may have typically been identified as ldquotalkativerdquo or ldquo too concerned about being socialrdquo in a traditional setting

When planning activities in the preschool it is important to remember that

1048766 All children have all the intelligences and you as well1048766 You can strengthen their intelligence1048766 Intelligences can change What you put in you will get out1048766 Knowledge of multiple intelligences is meant to empower not label people Enjoy the journey with the children

The idea is for teachers to balance their lesson planning with as many intelligences as possible This will allow for optimal learning experiences and a chance for learners to experience activities in an exciting way

Sir Ken Robinson states that ldquothe challenges we currently face are without precedent More people live on this planet now than at any other time in history The worldrsquos population has doubled in the past 30 years Wersquore facing an increasing strain on the worldrsquos natural resources Technology is advancing at a headlong rate of speed Itrsquos transforming how people work think and connect Itrsquos transforming our cultural values (cited in Az-zam 200922-26)rdquo

Instead of following typical methods and stategies teacher have eight times the opportunity of achieving the success rate that they were planning for By changing your perspective on lesson planning you will enhance creativity and innovation that is so desperately needed for the demand of a fast changing 21st century

ReferencesMultiple Intelligences (MI) Inventorycopy 1999 Walter McKenzie (httpsurfaquariumcomMIindexhtm) Azzam AM 2009 Why Creativity Now A Conversation with Sir Ken Robinson Educational Leadership Vol 67 no 1 Available from lt httpwwwascdorgpublicationseducational-leadershipsept09vol67num01Why-Creativity-NowC2A2-A-Conversa-tion-with-Sir-Ken-Robinsonaspxgt [Accsesed 30 December 2014]

35

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Learning through phonicsWord list to get you thinking

36

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Theme discussion in language ldquoc for chameleonrdquo theme table touch feel

with real life - real learning ideas

37

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

38

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

39

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Story with the c-sound(inspired by the Hungry Caterpillar)

Caydon Chameleon lived in Cairo One day he decided that he would love to move to South Africa He packed his container and climbed on the back of a camel to start his journey Caydon Chameleon travelled from Cairo to Cape Town He could not wait to see his cousin Candice Crocodile that lived in Cape Town It was a long and exhausting journey The camel walked and walked for a whole week to get from Cairo to Cape Town Every time they saw a Combretum tree Caydon Chameleon and his camel stopped to rest

Monday they ate one cup of condensed milk Tuesday they ate two cabbages Wednesday they ate three cup cakes Thursday they ate four candy sticks Friday they ate five coffee cream cakes Saturday they ate six caramel cookies Sunday they ate seven carrots

During the third day of the week while they were eating cupcakes Caydon and his camel met a new friend Their new friend was the cleverest cat that they have ever seen and his name was Christopher He could colour with five crayons in one hand while playing cricket and drink-ing Coke Christopher Cat became Caydon Chameleon and his camelrsquos new best friend At last on the seventh day of the week Caydon Chameleon his Camel and Christopher Cat arrived in Cape Town They were all very happy to see Candice Crocodile and decided to camp next to the seaside It was extremely exciting They all brought their fishing rods to the camp site From dusk to dawn they were casting their rods in and out of the water As the sun started to set Caydon Chameleon felt a strong pull on the fishing rod Everyone became excited They all started to pull togetherone twothreePULL Caydon Chameleon could not believe his eyes From the water appeared a huge cat fish with a colourful smile The camel had such a fright that he shout-ed ldquoCupcakes cream castles and jelly fish Ahhhhhhrdquo and then ran away At that very moment the cat fish jumped back into the water and made a rainbow colour splash All the animals fell backwards on their backs and began to laugh They had such a fright that they decided to rather have creamed carrots for dinner around the campfire Now that was a camp story to tell

40

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Songs and Rhymes

Song(on the beat of Clever Cat from Letter Land)

I am Caydon Chameleon how do you do I have the creamiest cup cake for you If you stroke my head and tickle my chin a colour collage will appear on my skin

OhhhI can count 123I am the cleverest chameleon you have ever seenOhhhI can count 123hellip I am the cleverest chameleon you have ever seen

Rhyme 1I wonder why Caydon Chameleon had to waitbefore he could burst through the top of the cake He must have been curled up tightly insideoh what fun it is to hide

Rhyme 2Chameleon chameleon letrsquos make a caterpillar collageChameleon chameleon call the whole classBring all colours containers and cupsDraw a crocodile with candy and creambe creative as crazy as it might seem

NOW SEE IF YOU CAN CREATE YOUR OWN FUN RHYMES STORIES AND SONGS THAT WILL WORK BEST FOR

YOUR LEARNERS TEACHING SHOULD BE FUNTAKE ON THE CHALLENGE

41

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

How to use a worksheet for deep extended learning and consolidation

This image was taken from the DBE ( Department of Basic Education) Grade R workbook Term One Week Five pg 36 It might seem as a two dimentional page that should be completed with a pencil However when looking back at the Multiple Intelligences developed by Howard Gardner this page can be completed in various ways

42

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Think about all the ideas and activities you can create by just looking at the lsquocrsquo worksheet The worksheet can be used as a reflection at the end of the week after all the information below was used in context

Word smart Linguistic Ask learners what can they see on the worksheet Look at all the pictures that are visible on the worksheet Pointing at the pictures and prounouncing the words will help learnears to buid their vocabulary Read the learnes a story book about cats Give learners factual information about cats for example cats always land on their feet Think of all the names you can give a cat

Self smart Intrapersonal Ask children to each tell you one thing they know or like about cats Write the information on a white board and encourage learners to search for more information about cats during the week and add this information to the board The information can be reviewed every day or at the end of the week

Group smart Interpersonal Learners prodominantly learn from each other in groups A fun group activ-ity would be to devide learners in groups and provide them with puppets to act out their own play Learn-ers can also do a class collage together as part of a side activity

Art smart Visual Draw cats with candles and colourwash the pictures with food colouring and water Learners can make crows from scrap paper and use them during freeplay outside Build a house for a cat with boxes and paint the boxes with your favourite colours

Body smart Kinesthetic Learners can make a lsquocrsquo with their bodies on the carpet Learners have vivid imaginations and can act out being cats climbing a tree or a cat crawling in the long grass or even acting how they think a cat can catch a bird Pack cones or bottles in the shape of a lsquocrsquo and let the learners hop crawl or jump in the right formation of the letter lsquocrsquo

Nature smart Naturalist Learners are attracted to nature and enjoy learning outside A well-prepared teacher can create a garden with her learners and plant cabbages Learners can also carry water in cabbage leaves to water other plants in the school garden Have storytime outside in nature at least once a week

Number smart Logical Make a class graph by collecting information from the learners Ask the learners who have cats How many girls have cats and how many boys have cats and who do not have cats You can even ask the learners what their favourite colour cat is Record the information with the learners and change it into a class cat graph Interpret the graph with learner by asking specific for information such asldquoWhich colour cat was the most liked by the class which colour cat was the least liked and how do you knowrdquo Collect shapes and build your own cat picture

Music smart Rythmic Sing songs that involve the word cat and other lsquocrsquo words Learners also enjoy making up silly nonsense songs Encourage them to use as many lsquocrsquo words as possible to create their own song

43

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

ArtA colourful class collage with clay on a picture of a chameleon The learners used cars and paint to create the background on the brown paper

Whole class activities are good for communication and social skills When the theme or phonic for the week is integrated it creates a rich environment for directed learning and meaningful discussions

These diverse understandings and discussions are the heart of constructivism where children are considered to be active learners who construct their own knowledge

Art works best when there are multiple stations that allow learners to rotate through the cre-ative process Rotating stations helps learners with shorter concentration span to complete art activities Educators should be aware of the enormous emotional impact that ldquoa sense of achievementrdquo can have on a learnerrsquos self confidence Self confidence is essential for learn-ers to establish a positive self image Different art mediums and experiences are essential for fundamental brain development and creativity

ldquoa sense of achievementrdquo

44

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Candle cuttingCreate your onw paterns with a candle polistyrene paint and a sponge

1 Draw a symmetrical pattern on a thick square of polistyrene2 Heat the tip of a steel kebab stick over a candle3 Use the warm tip to burn into the polistyrene following the pattern that you drew4 Put different colours of paint on a sponge and press the polistyrene stencil into the paint5 Press the pattern as many times as you like onto a piece of paper

45

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Maak jou eie resepplakaat Kyk in koerante en tydskrifte vir prente van bekende produkte Andersins kan die boksie of houer se prent gebruik word Stoor jou produk in lugdigte sakkie of houer

Bak die koekies met die leerders se name in die oond

Laat leerders self die resep volg en onthou om hulle te laat gesels oor wat hulle doen Dit bemagtig leerdes om hulle gedagtes te kan weergee en hardop te dink

Bak en Brou

46

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Baking Make your own recipe poster Look inside news-papers or magazines for pictures of well known products Otherwise use the pictures on the box of the product and store your ingredients in an airthight bag or container

Bake the cookies with the learnersrsquo names in the oven

Let the learners follow the recipe by themselves Encourage the learners to talk about what they are doing It is important for learners to be able to think both verbally and nonverbally express their thoughts

47

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Motor development for young childrenThe following are examples of checklists developed by occupational therapist Carla Grobler

Each check list covers the function of what the learner should be able to do and the age of the child when he or she should be able to complete the given function

Movement 7 years - he she is able to

ride a bicycle bull roller-skate bull skip bull jump rope bull do summersaults 3 consecutively deviation not more than 10 bull degrees

6 years - he she is able to do sit-ups 9 ndash 10 in 20 sec bull able to maintain the following position for 20 ndash 30 sec when lying on stomach lift head bull and legs able to maintain the following position for 20 sec with moderate resistance applied while bull lying on back bend head to chest and tuck knees to belly

5 years 6 months- he she is able tohandle beanbags advanced throw catches with handsbull stand on 1 leg for more than 12 secbull jump on 1 leg 5m in 6 secbull walk on a balancing beam sideways without falling overbull walk on toes walks backwards for 1m balances for 10 ndash 15 secbull use alternating feet for climbing up and down stairsbull jump with both feet at the same timebull walk backward for 5 secondsbull skip turn and change directions without losing rhythmbull stand upright and balance on both feetbull walk and runbull ride a 2-wheeler and falls lessbull use arms and legs when climbing objectsbull copy movement of othersbull stand still on toes for 12 ndash 15 sec with hands on hipsbull

48

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

General 6 ndash 7 years old

o Allow your child to brush his her own hairo Child should bath and dry himself herselfo Allow your child to choose his her own clothing when buying o Child should be able to stand on one lego Teach your child to respect others and their propertyo Allow your child to use a knife and fork when eatingo Do peg-board activitieso Stand with eyes closed ndash always remain nearby to reassure him her o Dance on toeso Jump with both feet togethero Jump up and downo Skipo Gallopo Introduce your child to a skipping ropeo Run and kick a ballo Encourage your child to cut more complex shapeso Thread small beadso Do sit-upso Do push-upso Do somersaultso Show your child how to do star-jumpso Throw a ball in the air and catch ito Bounce a ball with one hando Copy different formso Encourage your child to imitate simple clay models

These checklists can be used to develop purposeful activities that are developmental for learners

Remember to integrate these activities with the theme of the week for exampleIf your theme is Wild Animals ask learners to gallop like a zebra or bounce a ball with one hand as if heshe is a monkey in a tree Be creative and use the learners imaginations to participate in developmentaly appropriate activities that extend learning from inside the classrroom to the whole school yard

If you are interested in ordering more checklists please contactCarla Grobler 0862194325 carlavanaardehotmailcom carlagroblervodamailcoza

49

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

Uitstallers by die seminaar Seminar exhibitors

50

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

In Loving Memory of

In Tere Herinnering aan

Ina van Schalkwyk

11 Mei 1957 ndash 13 Januarie 2015

51

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Why do some kids fidget

What is meant by fidgetingThe lsquoact of moving about restlesslyrsquo or lsquothe behaviour of being continually in motionrsquo is termed as fidgeting

Thus the child will tap his fingers ride his chair chew his pencil twirl her hair tap her feet rock up and down in her chair stand up constantly etc Such a child will be labelled as fidgety or hyperactive But it is important to note that not all kids who fidget are hyperactive

Why do kids fidget

When kids need to use their working memory (including recalling and manipulating information) they all fidget moreMovement may have a calming or energizing effect on the brain as it now involves more neurons when thinking and movement are combinedMore reasons why kids fidget

o Low muscle toneo ADHDo Hearing problemso Visual problemso Concentration difficulties o Physical discomforto Unspoken feelings (usually negative feelings)o The activity work demands may be too easydifficulto The child may be boredo Nervous system immaturity going hand-in-hand with emotional immaturity and the disability to focus attentiono Sensory integration difficulties eg craving vestibular andor proprioceptive input

52

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Tips for the classroom at home when doing homeworkWe need to investigate why a child needs to move so frequentlybull What does the body cravebull

Most children move due to one of the above reasons not just because they are naughty or suffer from ADHD

When we find the reason for the fidgeting we can address the cravingneed and thus manage the fidgeting and thereby help the child

o Let the child kneel on his chairo Let the child stand and worko Let the child sit on an exercise ballo Let the child sit on a balance cushiono Physical exerciseo Doodlingo Playing with any small object eg paper clip small rock eraser etc o Sand-filled flour-filled balloono Play Baroque music o Moving eg stretchingo Fidget toys these toys help children to self-regulate and thus improve attentiono Provide a piece of fabric that the child can keep in his pocket and touch to calm himself when needs be Ask the childrsquos preference of the type of material eg bumpyscratchysmootho Do the following exercise (which provides proprioceptive and vestibular input) that normalizes muscle tone and improves postural control ndash see the attached document

Places to buy a fidget toywwwsensorystuffcozawwwcleverfishcoza

Referenceshttpwwwadditudemagcomhttpbodylogiqueblogspotcomhttpwwwbuzzlecom

Carla GroblerArbeidsterapeut

Occupational TherapistPr No 0660000080136

10 Starling StreetPhalaborwa

carlagroblervodamailcomwwwcarlagroblercoza

53

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

WHEN YOUR CHILD GOES TO HOSPITAL

Going to hospital can be a very traumatic experience for any child Except for being sick or in pain the hospital is an unfamiliar place which can be frightening and where the child might feel lonely

Children often feel they have little control over their bodies and the situation and may experience a lack of privacy

Childrenrsquos emotions and fears might include the fol-lowing

ldquoI donrsquot want to be here I want to go homebull ldquoI am scaredrdquobull ldquoWill I recover What will happen if I donrsquotrdquobull ldquoI am responsible for disrupting our normal family life by being sickrdquobull ldquoWill Mom or Dad be able to pay all the medical billsrdquobull ldquoI miss my friends and schoolrdquobull

Preparing a child for hospitalisation might reduce the trauma Here are a few tips

Explain step by step what is going to happen ndash if you are not sure ask the hospital staff to bull assist youRead a childrenrsquos book which explains the medical procedures on a childrsquos levelbull Encourage medical play with medical toys bull

Medical play has a lot of benefits for the child in health care as well as the siblings

It gives the child a sense of control when heshe pretends to be the doctor or nursebull It makes it easier for the child to understand medical proceduresbull It is a medium for the child to communicate fears emotions and questionsbull It makes it easier for the parent or medical professional to explain proceduresbull It is funbull Let your child choose which toys heshe wants to take to the hospital Rather let the child bull take toys heshe is fond of than buying new onesAlways be honestbull Never threaten a child with a doctor or injection when heshe misbehavesbull

It is normal for children to experience behavioural changes during or after hospitalisation These might include separation anxiety nightmares and sleeping- or eating problems If the childrsquos behaviour persists rather seek professional help to help the child deal with the trauma

Wietske Boon Play Therapist wwwchildtherapistcoza wietskechildtherapistcoza

ldquoPreparing a child for hospitalisation might reduce the

traumardquo

54

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

WANNEER JOU KIND HOSPITAAL TOE GAAN

Hospitalisering kan vir kinders baie traumaties wees Behalwe dat hysy siek of in pyn is is die hospitaal lsquon onbekende plek wat die kind bang en alleen kan laat voel Kinders voel

baie keer dat hulle min beheer oor hul lywe en die situasie het en ervaar min of geen privaat-heid

Kinders se gevoelens en vrese kan die volgende insluit

ldquoEk wil nie hier wees nie Ek wil huis toe gaanrdquobull ldquoEk is bangrdquobull ldquoGaan ek gesond word Wat as ek nie gesond word nierdquobull ldquoEk is verantwoordelik vir die ontwrigting van ons gesinslewerdquobull ldquoGaan Ma of Pa die mediese kostes kan betaalrdquobull ldquoEk verlang na my maats en die skoolrdquobull

Wanneer lsquon kind voorberei word op hospitalisasie kan dit trauma verminder Hier is lsquon paar wenke

Verduidelik stap vir stap wat gaan gebeur ndash as jy onseker is vra die hospitaalpersoneel om bull jou te helpLees lsquon kinderboek wat die mediese prosedure op die kind se vlak verduidelikbull Moedig mediese spel met mediese speelgoed aan bull

Mediese spel hou baie voordele vir die kind en die sibbe in

Dit gee die kind lsquon gevoel van beheer wanneer hysy speels die dokter of verpleegster isbull Dit maak dit makliker vir die kind om mediese prosedures te verstaanbull Dit is lsquon medium vir die kind om syhaar vrese emosies en vrae te kommunikeerbull Dit maak dit vir ouers en mediese personeel makliker om prosedures te verduidelikbull Dit is pretbull Laat jou kind kies watter speelgoed hysy wil saamneem hospitaal toe Neem liefs lsquon ge-bull liefde speelding saam as om nuwes te koopWees altyd eerlikbull Moet nooit lsquon kind dreig met die dokter of lsquon inspuiting wanneer hysy ongehoorsaam is niebull

Dit is normaal dat kinders se gedrag verander gedurende en na hospitalisasie Veranderinge kan skeidingsangs nagmerries en slaap- of eetprobleme insluit Indien die kind se gedrag homhaar negatief beiumlnvloed kry professionele hulp om jou kind te help om die trauma te hanteer

Wietske Boon Spelterapeut wwwchildtherapistcoza wietskechildtherapistcoza

55

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Your child need your presence more

than your presents

wwwclkercom

56

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

U kind het u teenwoordigheid

meer nodig as u geskenke

wwwclkercom

57

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

skole nuusKinderkuns

58

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

SCHOOL NEWSThe Grade R group at Lebone College of the Royal Bafokeng in Rustenburg had a very busy year thus far in 2015 They have experimented high and low with various topics Some of their topics during thesecond term were Jobs people do Family and Recycling During the theme of ldquoJobs people dordquo the learners had a chance to ride in the firetuck with a real firefighter They visited the fire station to see what is expected within this daring occupation

During the theme of Recycling the learners collected 700 plastic bottles However before they sent them to the recycling centre the grade R Hornbills and Guineafowls decided to embark on a different adventure They researched what people do with recyled plastic but specifically with plastic bottles They then were inspired by numerous global attempts of how to build an actual boat The two classes took up the challenge and in the end all 48 learners had the opportunity to sail this macnificent recycled boat Afterwards the learners took the bottles to the recycling centre to have them recycled

These were only a few of the exciting problem-solving learning experiences we encountered Here are what some of the learners had to say

Kuzirsquos favourite topic was Recycling because he was excited to bring bottles to school to build the bottle boat He enjoyed the outing to the fire station and says rdquoI want to be a fire fighter when I grow up I loved seeing the fire pole and watching how the fire fighters put on their suits they put water on the firerdquo

Davidrsquos favourite topic was Recycling because he feels that recycling is a good thing to do ldquoIf you litter people pick it up and remind you to take care of your own messrdquo He enjoyed the outing to the fire station and says ldquoI liked going to the fire station I liked seeing the equipment My favourite was the spreader because if there is a door that canrsquot open the spreader will help you push it open I learned to never try and slide down a pole at homerdquo

59

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

60

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

Die waarde van sinvolle uitstappieslsquon Ongelooflike waardevolle uitstappie

Leerlooiery ldquoWat is dit Juffrourdquo Ogies sonder begrip staar my aan Maak nie saak hoe hard ek probeer verduidelik en hoeveel prente ek van die proses wys nie dit bly lsquon baie vreemde onderwerp Na lsquon groot soektog vind ek nog lsquon looiery in die omgewing Die oggend van die uitstappie is almal so opgewonde dis nie sommer lsquon gewone uitstappie nie Die vrae stroom in en die onkunde is baie duidelik in die tipe vrae By die looiery het hierdie groep kinders lsquon ervaring beleef wat hulle seker nooit weer sal vergeet nie Hulle kon sien waar die looiproses begin vandat die velle van die slagpale of jagters af afgelewer word Eers word die rou velle ingesout

Dan word die velle oornag in lsquon bad met chemikalieeuml gelos Daarna draai dit vir 14 dae in drom-me om dit te droog en sag te maak Die skaafproses was vir hulle baie interessant dis waar al die oortollige vliese verwyder word Hier was hulle verstom ndash daar was lsquon olifant en lsquon kameelperd vel ndash wat lsquon ervaring Daarna kon hulle sien hoe word leerprodukte vervaardig Ons is huistoe baie slim en baie wys en beslis weet elke Kabouterlander wat beteken leerlooiery Digravet is mos lsquon waardevolle uitstappie

Kabouterland KleuterskoolRustenburg

61

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

10 Body Language Secrets of Highly Successful People

Jun 2 2015

ldquoYou control your body but your body also controls yourdquo says Jeff Haden He mentions taking note of how yuo use your body in a very important aspect of being a highly successful person It also influences your

management style He gives the following 10 ideas to improve your body language that will influence how successfull you are

1 Lie Down Be More CreativeAccording to Australia National University professor Dr Darren Lipnicki lying down can lead to creative breakthroughs ldquoIt might be that we have our most creative thoughts while flat on our backrdquo he says One reason might be that more of the chemical noradrenaline is re-leased while wersquore standing and noradrenaline could inhibit our ability to think creativelyNow you have a great excuse to lie back and think

2 Cross Your Arms Be More DeterminedOddly enough crossing your arms will make you stick with an ldquounsolvablerdquo problem a lot longer and will make you perform better on solvable problemsThatrsquos definitely cool because persistence is a trait most successful entrepreneurs need in abundanceWhenever you feel stuck try folding your arms against your torso And then keep pushing ahead

3 Stand Like Superman Gain ConfidenceAccording to Harvard professor Amy Cuddy two minutes of power posing--standing tall holding your arms out or towards the sky or standing like Superman with your hands on your hips will dramatically increase your level of confidenceTry this one before you step into a situation where you know yoursquoll feel nervous insecure or intimidated (Just make sure no one is watching)I do it for a few minutes before every speaking gig because it definitely works

4 Tense Your Muscles Gain WillpowerYou know how you instinctively tense up before you have blood drawn Thatrsquos your bodyrsquos way of trying to minimize painFlexing your muscles also helps you stay more focused when you hear negative information Flexing can even increase your ability to resist eating tempting food

62

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

63

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

5 Smile Reduce StressFrowning grimacing and other negative facial expressions signal your brain that whatever you are doing is difficult So your body responds by releasing cortisol which raises your stress levels Stress begets more stressbegets more stressand in no time yoursquore a hot messHerersquos the cure Make yourself smile Yoursquoll feel less stressed even if nothing else about the situation changes and therersquos a bonus When you smile other people feel less stressed too which of course will reduce your stress levels So kill two stresses with one smile(By the way smiling also makes working out easier Say yoursquore doing reps with a heavy weight naturally yoursquoll grimace But if you force yourself to smile yoursquoll often find you can do one or two more reps Try it--but be prepared for it when other gym rats look at you oddly)

6 Bow Slightly Put Yourself at Ease Tilting your head forward slightly when you meet someone shows deference and humility and helps remove any perceived differences in statusThe next time you meet someone tilt your head forward slightly smile make eye contact and show you are honoured by the introductionWe all like people who like us so if I show you Irsquom genuinely happy to meet you yoursquoll in-stantly start to like me And you will show you like meand that will help calm my nerves and help me be myself

7 Mimic Others Understand Their Emotions Sounds strange but research shows that imitating other peoplersquos nonverbal expressions can help you understand the emotions they are experiencingSince we all express our emotions nonverbally copying those expressions affects our own emotions due to an ldquoafferent feedback mechanismrdquoIn short Mimic my expressions and yoursquoll better understand how I feel--which means you can better help me work through those feelings Plus mimicking facial expressions (something we often do without thinking) makes the other person feel the interaction was more positive

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8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

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65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

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70

8 Stand at an Angle Reduce ConflictWhen tensions are high standing face to face automatically feels confrontationalWhen what you have to say may make another person feel challenged shift your feet slightly to stand or sit at an angle And if yoursquore confronted donrsquot back awayJust shift to that slight angle Yoursquoll implicitly reduce any perceived confrontation and may make an uncomfortable conversation feel less adversarial

9 Use Your Hands Improve RetentionResearch shows requiring children to speak while they are learning has no effect on enhancing learning -- but requiring them to gesture helps them retain the knowledge they gainIf it works for kids it will work for us too According to one researcher ldquoGesturing can thus play a causal role in learning perhaps by giving learners an alternative embodied way of representing new ideasrdquo

10 Chew Gum Be More Alert and in a Better Mood OK so chomping on a wad of gum may not look particularly professional still a number of studies show chewing gum can make you more alertAnd improve your reaction timesAnd improve selective and sustained attentionAnd improve your disposition

According to Jeff Haden the next time you need to solve a difficult problem lie down cross your arms and pop in a stick of gum Maybe just maybe thatrsquos the winning combination you need to achieve your next breakthrough

Read more about Jeff Hadenwwwinccomjeff-haden10-body-language-secrets-of-highly-successful-peoplehtm

Follow him on twitter jeff_haden

64

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

65

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

ECD needs to identify learner with barriers early

The AECYC seminar on 7 March 2015 at UNISA Pretoria

Every person is a person no matter how small-Dr Seus-

66

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

ldquoBurn worksheetsrdquo to enhance creativity in ECD

Creativity is the highest form of thinking

The AECYC seminar on 7 March 2015 at UNISA Pretoria

67

68

69

70

68

69

70

69

70

70