Children Struggling with Nightmares?

Bad dreams occur most frequently in children between the ages of four and six although some children still have nightmares up to 12 years old.

 Possible factors causing nightmares:

• Television programmes – at four years of age children have a vivid imagination and are still trying to divorce fantasy from reality. An action-packed movie before bedtime is really not a good idea!  I’ve seen some of the programmes on the cartoon channel for children and am horrified at what children are watching.
•  Illness – according to renowned Dr Woolfson, “When a child is incubating an illness before the symptoms have fully emerged, a sudden run of restless nights, coupled with nightmares, can be a warning that he is about to develop an illness.”
• Worry – I once had a little girl of four at the school who began having terrible nightmares. We discovered that her mother was getting remarried and she was terrified of ‘losing’ her. Her mother was due to go overseas on honeymoon and the child was terrified that she would not come back.
• Eating specific foods late at night – Dr Woolfson proposes that some children are more prone to nightmares after they have had a late night snack of cheese or chocolate, or a drink with a high level of colouring and additives. (I personally cannot have tea or coffee, unless decaffeinated, or sugar in any form after 2 p.m. if I want to have a good night’s sleep).
• Stress – Ask yourself “Have there been any major changes such as new home/mom going to work/the birth of a sibling/mom and dad going away often/a death or divorce in the family?”
• Parents arguing – Repeated nightmares may be a sign that there is a deep-seated worry or problem, for example parents continuously arguing in front of the child or the child being bullied by someone. Talk to the child about his possible concerns.  If the problem continues, psychological advice must be sought.
• Night terrors – Commonly known as Pavor Nocturnis, can happen but are quite rare. They are an extreme form of nightmares during which a child screams in his sleep and may even jump out of bed. He may appear to be wide awake, with his eyes open, insisting on the reality of what is happening.  Usually the child will not even remember the incident in the morning.  Although night terrors are rare, they are very frightening both for the child and the parent.  As with nightmares, there is no cause for concern unless they are regular. My suggestion would be a visit to a Child Psychologist. http://wb.md/2eFfaLT

 

 

THE CALL FOR A NEEDED REVOLUTION IN EDUCATION

The demand is here – education has to change! What served the past will not serve the future!

The present generation will probably not stay in the same job forever, but will have multiple jobs in different fields. Therefore, students need to be prepared for the new working world where the skills they have are transferable. The future calls for, among other things, critical thinking, creativity, innovation, collaboration and good communication and problem-solving skills. Accelerating globalism and technology calls for students to be curious, imaginative, broad-shouldered, trustworthy and socially and emotionally adept in that they can accept criticism and rejection, and work well with many different types of personalities. To put it into context:

• What is needed?  A revolution in education.

• Why is it needed? To cater for the skills needed in the 21^st Century; to make learning exciting and relevant; to stimulate thought and action; to prepare children for their future.

• How is it to be done?  By project based, or thematic, personalized learning which is connected; by recognising differences and regarding social and emotional skills as a priority; by recognising and catering for the different intelligences and ways of learning; by encouraging creativity; by developing 21^st Century critical thinkers; by using more eLearning platforms and by keeping abreast of changing technology to assist in teaching and learning.

• When should this happen? All the time, in a balanced time table, when the opportunity arises and across all learning areas.

• Where should this take place? In the classroom, at home, outdoors, in different countries, at exhibitions, debates and conferences and on digital devices.

• Who should be involved? Students, teachers, parents and professionals, in collaboration with others globally.

Parents, your child’s brain needs to be stimulated! Don’t wake up to this fact when your child is already in Grade 1! It may just be too late. The Academy of Home Based Learning’s comprehensive and detailed lesson plans for your child’s learning is already available online and caters for ages 3-4, 4-5, 5-6 – the vital years for learning and brain development.

To view the AOHBL’s website and our list of ‘ready to go’ programs: Click here

Remember always that learning needs to be connected – it’s no use having little bits of different “subjects” floating everywhere. The AOHBL Program has been written with this very inclusive, way of teaching and learning in mind – so, there’s no need for you to think, leave that up to us!

The Academy of Home-Based Learning programs:

• Are thematically based
• Cater for the different ways children learn
• Cater for the various Intelligences (Curious? Click here to read on the Intelligences)
• Encourage communication, thinking, emotional and creative skills
• Cater for fine- and gross-motor development (physical development)
• Teach about health and nutrition, behaviour, morals and manners, general knowledge and environmental awareness
• Caters for reading, writing and number readiness (especially in the 5-6 program)
• Ensure children are prepared for school
• Educates parents through ‘tips and internesting points’ throughout the program 

     The Stimulated and Unstimulated Brain

“Children are becoming adults too quickly…” – Dr Edwina Grossi

16 years ago, I was asked by the Daily News to contribute an article regarding the then, ‘vanishing of childhood days’. Then, my greatest concern was around the decline of play that was such an important contributor in the stimulation of cognitive, language, physical, social and emotional development in children. I ended the article with the words “Children are becoming adults too quickly…” Had I been granted a future view into not only the state of education, but also at the total abandonment of childhood innocence, I would have not believed what is happening today to be possible.

Once the horror of what I would have witnessed had settled, I would have firstly changed the topic of my contribution from ‘Children are becoming adults too quickly’ to something more on the lines of, ‘Children are no longer – their innocence has been stolen from out of their parents’ hands.’ As I read through various articles on education, educators and learners worldwide, I’ve come to realise that the entire system has been turned on its head. It has become cannibalistic. It is now the educators who are being schooled by learners in a new world’s acceptable ways of conduct, language and behaviour.

Children have lost the understanding that education is not about demanding that their individual views and opinions are respected. Schools are in place to educate young minds towards consolidating information in order to make educated and informed decisions about life, careers and finding their passion. All I read about these days is how teachers have lost their passion to teach for one very sad reason (and I quote a teacher I know well) “How do you teach students who are more concerned about how you address them rather than inspire them?”

I’ve said it for years and I’ll say it again. There is, unfortunately, only one way forward. Now that schools are unsafe in every aspect ranging from materials used to educate children (I was shown sex education material for a Grade 4 learner and nearly passed out!) to physical violence, it appears that finding smaller, intimate and protected environments such as group homeschool systems are quickly no longer becoming an option but more the only solution!

Children and Death

 

It is very hard for children to understand the finality of death.  Always be honest with a child and never try to protect him by “hiding” the death, or by pretending it did not happen.

Some people explain that a member of the family has “Gone on a long holiday”. I had a little girl at my Pre-School who was told this. She waited every day for weeks, then months then years for her mother to come back and felt abandoned. Some children are told that “God wanted an angel and so He took your brother”. This may lead to a child questioning whether he was perhaps rejected by God because he is too naughty!

Whenever there is a death in the family children as young as two need to be told that it is not their fault that the person died. Many children feel guilty that it was perhaps something they did or said that may have caused the death of a loved one.

Parents may think that a child is insensitive because he is playing but it is usual that children grieve, then play and appear to have forgotten they are grieving, then play again, then grieve.

Children aged 2 -5

• Children this age have little idea of permanence and think that the person has gone away for a while but will return.
• They tend to regress and revert to childish ways, whining, clinging, bed-wetting (in a child who is trained) when the family is grieving. Subconsciously they want to return to a time when life was not as it is at present and they felt safer.
• Some children want to draw a picture for the deceased and send it to them.Let them do so – tie the picture to a balloon and let it go.
• Children who have lost a parent often develop separation anxiety and do not want to be parted from the remaining parent.

Children aged 6 – 9

• This aged child may realise that death is permanent but they find it difficult to cope with someone who is grieving – they don’t know how to act or what to say.
• Be honest with the child and use words such as “dead” or “died”.
• Ensure the child is aware that he is not the cause of the death.
• Acknowledge the feelings the child may be experiencing and ensure him that it is okay to cry and play.
• Comfort the child and talk about any fears the child may be harbouring. It is important for him to know that someone else he trusts is sharing his grief and can allay his fears. If you are not up to it, ask a close relative to do so.
• Share memories and answer questions for at least three months after the funeral.
• If the child still appears to be seriously affected, he should be referred to a psychologist. 

Does Birth Position Affect Children?

Birth position in a family has an effect on how a child develops. Siblings, although having the same mother and father, are different in nature, personality, temperament and outlook on life. It is argued that the development of the child depends on inherited genes, the environment and his state of health. However, it is important to note that children growing up in a family experience a “different family” according to their position. For example, for the first-born the family unit consists of Dad, Mom and him. However, for the youngest of the three, the family unit consists of Dad, Mom, two others and then him.

Alfred Adler, the Australian psychologist, believes that a child’s order of birth, or his birth rank among siblings, affects his personality. Consider this – does not a child’s birth order influence the relationship between him and his parents and between him and the other siblings? Birth rank certainly influences the way a child has to get his parents’ attention and approval, and in many instances the role he is expected to play and it usually paves the way for future relationships with others. However, there is always the exception to the rule, and the fact that spacing between children, and the sex of the siblings, may have an influence on the points noted above.

The only child

 Being an only child has advantages and disadvantages. An only child usually feels quite secure, gets on well with adults, and experiences more material benefits than children from larger families. However, only children if not encouraged to socialise, may relate better to adults than to children their own age. They appear to be more self-interested and need the constant approval of others. Parents make them the centre of attention throughout their lives and at times this may be difficult for the child, especially in front of his peers. The only child has similar characteristics of the first-born.

The first-born

First-borns are the family pioneers – they are the first to be experimented on, and usually have a special relationship with their parents. First time parents are inexperienced and usually fuss over their first-borns, wanting to do everything perfectly. Things usually have to be done “according to the book” and opinions from doctors, nurses and other parents are usually sought.

New parents are normally very intense about their child, as they do not have other children to distract them, and spend many precious hours talking to him and teaching him new words and other things. Most first-borns are regularly whipped off to the clinic to see if they compare favourably  with others and parents watch eagerly for their every milestone. If they are not crawling by the age “the book” says they should be, parents fear there may be something wrong. New parents unwittingly put a great deal of pressure on first-borns by, for example, insisting that they have impeccable manners and “do the right thing” from an early age. Usually first-borns achieve better  than their siblings at school and they normally have better positions in later life. One theory for this is that the parents have been available to give the oldest child more attention, thus giving him a head start over his siblings.

Many parents think their first-borns are gifted and expect much from them. The first-born therefore sets high standards for himself and is rarely satisfied with his achievements. Also, he may fear being overtaken by his brothers and sisters and therefore works harder to be successful. Younger siblings look up to their older brother or sister who is often expected to babysit them and lead or guide them. Thus the first child usually learns to accept responsibility, expects others to listen to him and develops leadership traits. The oldest is usually the “good citizen” who has a high self-esteem, is goal-oriented, conscientious, precise, well-organised, responsible, high-achieving, competitive, anxious and fearful.

Middle children

Oldest and youngest children are usually pleased with their birth position. Middle children often complain that they are the worst off – the oldest is allowed more freedom and the youngest is just plain spoiled and gets away with murder! In his own mind the second-born doesn’t feel that he is special and believes he has to fight for his parents’ attention. Sometimes middle children feel that they are invisible, not special or different and they often have feelings of not belonging. However, this is not the same in all cases and much depends on the age difference between, and the gender of, the children.

Parents are more relaxed with the second child. One notices that there are usually not as many photographs of the second child (and even less of the third) and parental expectations are not as high for subsequent children as they are for the first child. In his book Born to Rebel: Birth Order, Family Dynamics, and Creative Lives, Sulloway states that birth order, in particular the middle-born, “is one of the prime forces behind the scientific and social revolutions that drive history forward”. Middle children are often the entrepreneurs of a family. Karen Klein says that “A middle-born child’s innate skills in diplomacy, plus their flexibility in ideas make them more successful in entrepreneurship”.

Children born in the middle usually do not make a fuss about their needs, avoid conflict, are often natural mediators and appear to “go with the flow”. These children, as a result of not having a special place in the family, reach outside the family for significant relationships and have a close group of friends. They develop good social skills, are fiercely loyal, but may be inclined to be influenced by their peers. Due to his position, the middle child finds it easier to view situations from an interpersonal perspective. They are usually even-tempered, empathetic, have a “take-it or leave it” attitude and are not self-centered.

What is difficult for a middle child is the fact that they may be compared with the older sibling, not only by the parents but also by teachers and relatives. It is vital that parents spend time alone with their middle-born child and make a conscious effort to encourage and praise him. According to research, the typical middle-born prefers non-academic hobbies and often has a more relaxed manner than the first child.

Parents and teachers may make the fatal mistake of audibly comparing the second child with the first. This may cause the middle child to reject tradition.

The third child

Parents are even more relaxed by the time the third child appears and do not even concern themselves with trivialities such as “milestones”. They are more confident and what they may have termed “naughty” in the first child, parents now find hilarious in the third. Many parents appear to have a less intense relationship with the third child, compared with the first, as by this time they have more commitments to fit into the same amount of time they had when the oldest child was born.

The youngest in the family often becomes the centre of attention for a while, as the older siblings fuss over him and are often asked by the parents to do things for the baby. Often parents spoil the child as he is the “baby” of the family. Parents see the youngest as a baby for a long time and, because parents are usually better off financially than they were when the first child was born, the youngest child is usually pampered, which may lead to dependence when the child is older. However, the youngest child is usually charming, entertaining and manipulative. They are usually well-liked, have lots of friends and develop the art of negotiation very early.

Youngest children appear to be the most self-confident as circumstances dictate that they either become independent or wait their turn. According to Dr. Woolfson, they tend to become more “ … street-wise, an attribute that develops from daily experience of fighting hard to secure their fair share of the family resources. Constant competition with older brothers and sisters hones the youngest child’s ability to survive, and strengthens his ability to cope with the stresses of everyday life”. Many psychologists describe the youngest as affectionate, indulged, dependent, sensitive, relaxed, absent-minded, tenacious, people-oriented, attention-seeking and fun.

PARENTING STYLES

Most of us become parents without having any knowledge of the great responsibility we have let ourselves in for – and maybe it’s just as well! However, it will do us good to remember that there is no perfect parent just as there is no perfect person.

Four styles of parenting have been identified. However, it is very difficult to generalize as many siblings who have been brought up by the same parents, in the same home and in the same way are very different from one another. Nevertheless, researchers have found a correlation between parenting styles and the effects these have on children.

Authoritarian parenting

The authoritarian parent thinks he knows best what is good for the child and does not involve him in any discussions, explanations or decision-making. Authoritarian parents demand that their rules be obeyed without question. If asked to explain the reasoning behind the rules the parent will most often reply “Because I said so”. Many children raised in such a manner are in a constant state of fear, lack confidence and may withdraw from society. This results in the child not taking risks, feeling insecure when facing decisions and constantly looking for the approval of others. When they are older some children of authoritarian parents rebel in blatantly defiant ways – they may take drugs and alcohol, leave home at an early age, indulge in sexual promiscuity and date a person whom they know their parents will disapprove of.

Permissive parenting

Permissive parents put very few demands on their children and rarely discipline them. The permissive parent is usually afraid to make demands on his child and will obey the child’s every request. There are no rules or boundaries in the home and the permissive parent avoids confrontation at all cost. There is no guidance and the child can do as he pleases; the parent thinks this will make him liked. Permissive parents are usually nurturing and communicative with their children. However, they are more of a friend than a parent to the child. Children who have been raised by permissive parents lack self-control, are generally unhappy and immature and do not accept responsibility for their actions; they will most often blame someone else. The child has little idea of behaviour that is acceptable and could face problems with forms of authority, such as teachers and the law, as he is unable to conform to rules and the norms of society. These children often perform badly at school.

Neglectful parenting

Although the parent who is neglectful of his child provides food and shelter, he has a “don’t care” attitude. This parent has few demands and does not converse often with his child. The parent is not interested in what goes on in his child’s life and is not even aware of any problems the child may have. Rejection of a child could be caused by a parent not wanting the child to be born, the child not meeting the expectations of the parent, the child having a learning problem or being a financial burden. The children of neglectful parents are usually insecure, have very low self-esteem, feel inferior and are less capable than their friends. These children often resent their parents and alienate themselves from them as they grow older.

Authoritative parenting

The authoritative parent, like the authoritarian parent, lays down rules and guidelines that they expect their children to obey. However, contrary to the authoritarian parent, the authoritative parent establishes rules which are fair and clearly explained, and the parent is willing to listen to and answer questions. The authoritative parent is assertive but supportive and has definite criteria for his children’s behaviour.  There are two prominent characteristics associated with the authoritative style of parenting – limits are set on the child’s behaviour and the parent responds to the needs of the child in a nurturing and warm manner. Authoritative parenting is considered the ideal as it usually results in children who are successful, communicative, happy and generous with other people. The children are well-liked, respected and generally grow up to be well-rounded adults.

 

 

 

 

ADD/ADHD

ADD (Attention Deficit Disorder) is a general name used to describe children who have Attention Deficit Hyperactive Disorder (ADHD) without the hyperactivity or impulsive behaviours.  ADHD  is the term used for those in whom hyperactivity is present. However, it appears that today there is a general term in use – ADHD to describe both disorders.

Attention Deficit Hyperactivity Disorder usually appears in early childhood, the signs and symptoms usually appearing before the age of seven. The condition appears to be genetic as ADHD seems to run in families. The most common features are:

• Difficulty in concentrating on a task and completing it
• Impulsive and impatient
• Appears to be a dreamer who often stares into space as if lost in his thoughts
• Disorganised
• Often does not appear to hear or listen to instructions
• Loses or forgets important things
• Difficulty in waiting his turn. Blurts out or interrupts others
• Makes careless mistakes
• Loses interest quickly if a task is considered boring
• Constantly fidgets and is always “on the go”
• Talks excessively

The classroom situation requires that a learner needs to pay attention, concentrate, focus and follow instructions. These are the very behaviours which children with ADHD find most difficult, especially if their blood-sugar level is not stable (I would recommend a low GI diet). Therefore the lessons must always be interesting and appeal to the different talents and intelligences in the classroom.

Let us take for example a lesson on a badger. The child who has a gift for art would love to paint the animal. In this way he learns about the texture and colour of the fur and the facial features etc. On the other hand, the child who loves nature would love to see the animal in its natural habitat and observe it. The child who is more linguistically inclined may do a research of the badger, making notes as he goes along and may even make up a poem about it. I have touched on three intelligences in this example. However, one can see that by using his God-given talent each child would learn about the badger in a way that appeals most strongly to him. In this way he would not lose interest in the required learning but would be able to concentrate easier and thoroughly enjoy the experience. What we learn with pleasure we seldom forget!

I always tell parents who bemoan thecomplaining parents to rejoice at the “specialness” of their imaginative, creative children and to encourage their creativity. These children usually have many thoughts running through their head at once. I know because I have ADHD. Even at my age, I have to talk to myself constantly to remain focused on a task. As an example, when I am doing housework, instead of finishing one room at a time, I get easily distracted. I may notice that there is a cup in the bedroom which I then take to the kitchen. I then notice the other cups in the sink and start washing them. On returning the dishwashing liquid to the cupboard I may notice that the cupboard needs to be tidied and may even start this task. However, I have to speak to myself to return to the bedroom to finish the task I originally started. Nevertheless, when doing something I really enjoy, like painting or writing, I can concentrate on the task at hand for a whole day.

Children with ADHD need to learn to self-talk and require structure and consistency. I would have hated for my brain to be “stilled”!

From experience I have discovered that many people who are labeled ADD or ADHD are creative, imaginative, highly intelligent problem solvers who can concentrate for long periods on the task at hand if it interests them. I had a child in Grade 10 at my High School who was“battling”through school yet he already had two businesses of his own, is a born entrepreneur and had a hefty bank balance. 

Throughout history there have been types of personalities who have often been labeled as “misfits”. George Bernard Shaw, one of the world’s greatest playwrights, was bottom of his class at school; the inventor, Thomas Edison, was told he was too stupid to learn; Albert Einstein, the dreamer who became the physicist, only spoke at four years old and read at seven, and failed his college exams; Richard Branson, an entrepreneur and billionaire, did not finish school. What does this say? It says that people who have been “labeled” as  ADD or ADHD have another intelligence that cannot be confined in a box – an intelligence that perhaps has not even been discovered. Can we call it imaginative/inventive/entrepreneurial intelligence?

 

 

 

How Parents Earn Respect

What we do shouts louder than what we say! In other words, our actions speak louder than our words. A parent cannot tell a child not to lie and then promptly tell him to “Tell Aunty so and so (who is at the door) that I’m not in!”

A parent (especially a mother) earns respect by the way she dresses, behaves and speaks. Why shouldn’t a child swear when a parent does? After all, parents are the child’s primary example! Unfortunately, one cannot teach a child to do as I say and not as I do!  I always feel so sad that the young child who swears at school gets reprimanded, yet he probably learnt this from his parents!

To earn respect always keep your word (don’t promise something and not carry it out) and be reliable, set a good example, keep a high standard of morals, watch the words of your mouth, watch the way you dress, watch the way you behave and emulate the characteristics you admire in others.Always see the good in others and point this out to your child.

It is so important to watch the words, the language and the tone of your speech. Words can kill and words can build. Words can cause disrespect to fester or respect to build.

Respect has to be earned – it cannot be demanded just because you are a parent!

 

Balance Love and Discipline

You can never spoil a child with too much love. However, love and discipline must be balanced.A child thrives on having boundaries and having consequences for crossing the line.

Discipline that is firm and reasonable benefits children because it:
1. Helps them to behave in a way acceptable to others.
2. Teaches them what is safe and unsafe.
3. Makes them feel secure, since they know what is expected of them.
4. Helps them to develop self-discipline.
5. It teaches them to respect rules which will in turn, develop respect for the laws of
the country.
Insufficient discipline is often harmful as it results in a “spoiled” child who is likely to be:
• Insecure – because no limits are placed on his behaviour.
• Greedy – he expects to get everything he wants.
• Disobedient and un-cooperative – he never wants to do as he is told.
• Rude – he does not consider other people’s feelings.
• Selfish – he always expects to get his own way.
Principles of discipline:
• Ensure instructions are clear and specific.
• Only punish deliberate disobedience or cheek – not accidents or mistakes.
• Do not humiliate a child – discipline in private.
• Do not destroy a child’s self-esteem.
• Listen to and respect the child’s point of view. Be fair but firm.
• Encourage children to verbalise frustrations.
• Be consistent.
Do not:
• Compare children.
• Scream and argue.
• Deny food and drink.
• Delay in handling a problem.

http://bit.ly/2eTHvuL

 

To Homeschool or Not?

Article Written for a Magazine in 2015: Answers to Questions Regarding Homeschooling

Question 1

As a renowned author and educator, your views on education mean a lot to me. What do you think are the main reasons behind more parents seeking out homeschooling as an educational solution for their children?

For the first time in history children are more au fait with the new communication technologies than their parents or teachers. Education in this new society should identify and develop a child’s unique strengths and talents. Therefore, there is a dire need for new refined ways of teaching and new ways of dealing with children.

Childhood, times and the workplace have changed so radically – yet our system of education has remained the same. Why are we educating our children for a world that no longer exists? I find it alarming that teachers in the 21^st century continue to lead and teach in the same way they were taught, (which was the same as in the 18^th century), and that parents expect the same from schools as they received when they were young. How can we pour old wine into new wineskins?

Current teaching methodologies are the same as in the year 1717, when Prussia started the first compulsory Primary School. The classroom seating pattern, the method of teaching, the denial of a new age and the denial that technology and creativity underpin success, are but a few of the cogs hindering the wheel of education today.

Childhood innocence is being lost too quickly today. Many children are too worldly-wise. Bullying is on the increase resulting in many children losing their self-esteem, without which success cannot be guaranteed. Many children have to “ship in” with the crowd or “ship out” and be subjected to ridicule, bullying and exclusion. Parents are recognising this fact and are realising that childhood innocence is precious.

Things appear to be returning to the “homemade era.” We now hear of women cooking as their parents and grandparents did, realising the benefit of nutrition, organic and “homemade”. Note the increase in “Farmers Markets”and healthy old-fashioned recipes in magazines.

There is no such thing as “free education” anymore. It is expensive to send a child to school. Some Government schools are charging as much as private schools and parents with more than one child are finding this a financial burden. Children have to have uniforms, special Physical Education and Sports kits, money for fund raising, visits to places of interest etc.

Religious views. Some parents object to children being taught about religions different from theirs.

Children with barriers to learning: there are not enough schools and qualified teachers to cater for children who have barriers to learning e.g. the child who is dyslexic or  autistic.

Poor quality of teachers and teaching; many teachers lack a real passion for and dedication to the profession.Prior to enrolling for a Teaching Degree, prospective teachers are not interviewed to ascertain suitability for the profession – anyone can study for the  degree if they have the correct marks! I have heard many a prospective teacher say that the holidays or parental influence made them enter the profession. Teaching is passion, it is dedication, it is a gift! A true teacher is born that way – she knows it – she just doesn’t decide as an adult that she wants to teach. Teachers can make or break a child!

The education system does not cater for diversity in intelligence, strengths and talents. There is one curriculum for all! This fact brings to mind the song“Don’t fence me in!”

Children should be allowed to learn at their own pace and in a way that interests them. There should not be a set time to learn a new concept – some children may “get it” the first time a new concept is taught whilst others may take three times as long to grasp it. Unfortunately, the “curriculum” dictates the pace! One cannot build successfully on a foundation where there are gaps. This is one of the reasons why we have such poor Grade 12 (Matric) results!

I foresee a time, especially in South Africa,  when many children will have to study on line at home, and not at a University, for their degrees. Homeschooling will prepare them for this phase in their lives.

Question 2

With a particular focus on South Africa, do you feel that our public and private educational institutions should be doing more to support homeschooling students (i.e. enabling easier access to extra murals)

I think schools should cater only for the children in their care. It is difficult to accept and be responsible for “outsiders”.

Regarding extra murals – hopefully in the future there will be clubs which arrange extra murals in various areas for homeschooled children . In the meantime, children can join private sports clubs.  There are at present private teachers who teach tennis, gymnastics, ballet, pottery, art etc.

Question 3

If you could impart only one piece of advice to a parent who has elected to home school their child, what would it be?

I have 2 pieces of advice – stick to a routine and arrange for your child to meet and play with other children.

Question 4

Are there plans to extend AOHBL (Academy of Homeschool Learning) curricula beyond the  3 – 6 age group?

I am a strong believer in a child having a strong foundation on which to build. It is my belief that the initial six years of a child’s life are the most important as that is when the main learning pathways in the brain are connected, and this especially in the first four years of life. That is why I started The AOHBL program with Grade 000 (3 -4 years) and would prefer to go down in age before we go up. https://www.aohbl.com/