Have you done your homework?

How involved should parents be?

There’s a fine line between helping your children with their homework or school projects and actually doing it for them. Barbara Mowatt examined the topic.

Learners and parents alike often view school homework and projects with resignation, trepidation or loathing. The learners because it’s such a bind; parents because they feel that school work is something they thought they’d left behind when they left school.
How much assistance should parents give their school-going children to do their homework? And can helping too much be detrimental to the child’s progress?
‘It’s a bad idea for the parent to do the child’s work to avoid facing obstacles this can be extended to life in general. Parents should have the wisdom to know that by protecting the child in the short term, the long-term ramifications will be worse,’ says Cape Town-based psychologist Marc Kahn.
‘Every time the parent does the work for the child, the child is set up to fail. If the child passes [to the next grade] based on the work done by the parent, the next year he will face more obstacles, and he will be set up to fail in a bigger way. It is better to help the child over the obstacles.’
Making the child accountable for their daily homework and term assignments will teach them to be responsible to carry out tasks. They will be taught organisational skills and how to be independent, and they will also learn from their mistakes.
If the child ‘forgets’ to do the work or doesn’t put in the required effort, they will learn that there are consequences – such as getting low marks or even failing their grade.

Discipline
‘Parental discipline can cause huge conflict in some homes. Many parents hate it when they have to confront their child and impose structure and discipline,’ says Ros Emanuel, now retired from teaching English. ‘Too many parents are afraid to challenge their teenagers and would rather do the work for them than face the fact that they might fail.’
Exerting pressure can start a power struggle and pressure results in resistance. Consequently, it is necessary for both parent and child to be disciplined when it comes to homework.
‘Let the child “fail in a healthy way”,’ advises Kahn. ‘It’s important for parents to use their discretion.’
‘Children who have lots of encouragement at home are on a better wicket than those who don’t,’ says Margaret Fischer, high-school physical science teacher, who has 30 years’ experience at a number of schools in the Cape Peninsula.

How much input should the parent have?
‘That depends on the age of the child, her personality and abilities,’ says the mother of three daughters. ‘Help enough to get them started particularly with big assignments then leave them to work at it. You can check the work when they’ve finished and make suggestions for corrections, but they should largely be left to do it themselves.’ Therefore, the major part of the work should be the child’s effort, and the parent can be involved without actually doing the work.

School projects
‘Parent-assisted projects invariably earn pupils more marks,’ says Fischer. However, she continues, ‘Not enough teachers can discriminate between the work genuinely done by the learner and the input by the parent. Some of the most perceptive educators find it very difficult to pinpoint whether or how much parents have helped with homework. Therefore, some teachers only set projects to be done at school under the supervision of the teacher, not to be done at home.’
‘There’s no doubt that having a computer on which to do homework and
projects is an advantage for children. They will produce neater, better-looking work. Having access to the Internet for research is also a big advantage,’ adds Emanuel. However, it is not advisable to rely solely on Internet research because examiners are alert to the fact that many children use the Internet.
If you don’t have a home computer, make use of lending libraries. Encourage the child in the habit of reading and using books, which are better sources of information than simply picking information off the Internet.
Teachers have a good idea of the learners’ competence and they will know whether a child is capable of producing the work that they hand in. If it’s a ‘cut and paste’ job, the teacher will probably know, and the assignment will almost certainly be given a lower mark than one albeit with less information that has been properly researched by the child.

A good start in life
There are many ways for the parent to help the child to make schooling easier. If the child is familiar with the basic tools of language and calculations, problem-solving will not be the bogeyman it’s sometimes made out to be.
Encourage your children from preschool age to play games that entail counting to develop their cognitive skills. Board games such as Monopoly and card games such as rummy, patience and even poker can be played from a very early age.

Make routine activities, such as a trip in the car, an opportunity to play participative number and word games. These games will develop the child’s mathematics and language skills. Try word games such as I-spy to improve spelling and vocabulary, and counting games such as tallying the number of blue cars, green cars, etc. seen on the trip from home to the shops.

Build up the child’s general knowledge in an informal way show how maths is essential for activities such as knitting, baking, cooking, crafts and hobbies, even for working out how much money they’ll need for purchases.

Give the child taped children’s stories so that they can read the books while listening to the tapes.
Get the child to read aloud to you from books, newspapers and magazines. It will improve the child’s language proficiency and concentration.
Show an interest in what they are doing and share your own experiences with them.

Be involved every day
* Talk to your child about general topics and encourage them to converse with other adults.
* Attend parent-teacher meetings, and contact the school if you’re worried about your child’s performance.
* Watch (or videotape) the Learning Channel on TV, which reviews English, maths, physical science and biology. Because someone other than the teacher presents the subjects, learners will invariably get another perspective on the specifics of the topic.
* Encourage your child to work, from time to time, in a group with her peers. Having to explain things to each other will both clarify the thinking of the ‘teacher’, and the ‘learner’ will be more likely to query areas of uncertainty.
* Provide a specific place to work that is quiet, well lit and clear of clutter.

Assignments and homework
* Ask every day what homework your child has been given and discuss the work. Talk about the subject rather than giving direct information or telling the child what to do.
* Brainstorm ideas on the topic. This will develop her mental skills to assimilate facts.
* Take books and reference material from the library. Give guidance without actually doing the work.
* Minimise distractions. Turn off the TV and make sure that games and toys have been packed away when it’s time to settle down to do homework.
* Ensure she takes regular breaks while doing homework, before she becomes fatigued or stressed. This will refresh her concentration.
* Make sure she is not hungry while doing homework. This doesn’t mean snacking all the time while working. A hungry child will not be able to concentrate on the task at hand.
* Check that all your child’s homework has been completed.
* Pack her school bag the night before to avoid having things forgotten or left behind. This will prevent any crises in the morning,
* Set a bedtime and insist it’s adhered to.

Words by Words by Barbara Mowatt.

From January/February 2005 ClubCard Magazine
Clicks.co.za

play and your toddler

This article talks about play and development from the age of 3 to 5. It suggests some appropriate play to help a child develop.

play in children from 3 – 4 years
The pre-schooler at 3 years is a social creature. Hence it is important that they are exposed to group activities.

At this stage, he is also able to run, climb just about over anything, walk up and down stairs one foot at a time without holding onto rails and ride a tricycle.

Hand skills improve tremendously at this stage. The child is able to stack 12 – 14 blocks, copy 3 – 4 block designs and fix 4 – 6 piece jigsaw puzzles. He also begins to try colouring within the boundary instead of scribbling random strokes. He is able to trace simple dot to dot designs such as that of a dog. Scissors skills can be introduced as they start to cut strips and gradually progress to lines and curves.

A good mix of gross motor and fine motor activities will suit the child. Playing in the park or playground with the neighbour’s children, kicking the ball, chasing each other will allow the child to test and develop his gross motor skills.

Sitting down at the table to trace, colour and try out the new jigsaw puzzle with an adult teaches him at an early stage to have good sitting down behaviour. His creativity, hand skills and problem solving abilities are also given an opportunity to develop.

play in children from 4 – 5 years
They start to take up roles in group play. They also start to understand and follow rules. Games like hopscotch, Snap, hide and seek, snakes and ladders, Let’s Pretend are some examples of what they enjoy.

Give your child lots of opportunities to mix with other children. Your little one is on his way to being a a very sophisticated social creature. He is already able to read body language, read emotional cues, make decisions on how to act based on the situation he is in and the cues he is picking up.

The ages of 3 – 5 is and exciting and fun time. The primary role of the parent is to be present, give the child lots of opportunities and then let nature do the rest. If your child likes airplanes, then spend time with him folding it and decorating it. It is the process of doing things together and building the relationship that brings you and your child a long way.

Source: Huggies South africa

Safety Tips For Your Crawling Baby

Until today, it was easy to look after your baby; he was lying down in one place and was not mobile.

However, now that he has discovered mobility: he can crawl now, the world has become an exciting place for him, full of things that he has to discover for himself, taste, feel, smell, see and experience.

This is the time when all parents have to be extra vigilant. A crawling baby can get into all kinds of tight situations, and your home has to be made ‘crawling baby safe’ so that you may be able to enjoy him more as he moves around excitedly.

Your baby may empty out your entire rack of CDs, which had been at floor level, or he may try to pull on to the wastebasket so that he can sit up or stand.

The wastebasket may tip over, causing your baby to fall, or on the other hand, it may contain dangerous items that may seem extremely attractive to your exploring baby, and he may want to taste them.

You as a parent will have to have an eye peeled out for the dangers around your baby, so that you may be able to prevent unwarranted mishaps. [Infant safety]

Here are some tips for you:

Make sure that all electrical outlets are kept well protected with safety caps. This will prevent your baby from inserting things into the points and suffering electrical shock.
Make sure all electric cords are well out of reach of your baby’s inquisitive hands. If he pulls on an unsecured cord, he may bring the lamp down on himself.
Make sure the floor is kept scrupulously clean at all times; you never know what your baby will find. Remove all small choking hazards and poisonous materials.
If you have a staircase that your baby is unbearably attracted to, then invest in safety gates for the landings at the bottom and top. Keep these safety gates locked at all times, and if your baby wants to crawl up the stairs on his own, let him, but make sure you stay right behind him; never leave him alone on the stairs.
Remember; ‘baby proofing’ your home and the baby’s environment is extremely essential, not only for his safety, but also for your mental peace and well being.

Otherwise, you may end up having to say ‘NO’ to everything that he wants to do, thereby unnecessarily curtailing your baby’s natural desire to explore and find things on his own.

http://www.newbornbabyzone.com/health-safety/safety-tips-for-your-crawling-baby/

Let the Child be a Child

By Mohammed Khalfan of Dar el Salaam, Tanzania

A child was visited at home by his friend. That night the child declined to sleep in his room. He insisted on joining the parents in their bedroom. The fear was triggered when the friend asked the child if he was afraid to sleep so close to a window when ghosts and spirits peep directly into the room.

The tactful approach to the situation should have been for the parents to accede to what the child had pleaded for, at least, for that night knowing that such fears wear off or become much less the next day. Instead they thought it a good opportunity to enforce the parental discipline over the child so that he abandons what was perceived as a sissy trait.

The child was restless that night because he was a human child, and if only the parents knew that! The father’s argument kept ringing in his ears: “why believe in a ghost or spirit when you have seen none and will see none of them ever in your life?” and he would ask himself: yes, why?

The child was betraying nothing more than a simple natural fear of the Unseen, because he, as human, has been created with a nature which readily believes in the Unseen – that Unseen which includes Allah, Angels, Jinns and Shaitan. No wonder the fundamental teaching in Islam is Iman bil Ghaib that is, the Belief in the Unseen.

The subject of Al-Ghaib reveals one thoughtful aspect for discussion here: fear! It is a part of the instinct for self-preservation or survival. It is not something that a child should be made ashamed of. In fact, manifestation of fear is a welcome sign of a mental normalcy in him.

To ask the child to banish fear is like asking him to banish his human instinct. A good authority on the natural aspect of fear in the children states:

Another characteristic of the child’s personality is the presence of many fears. These fears result from uncertainty combined with easy recourse to imagination. The imagination runs toward superlatives, and when a child indulges in fantasy, things are either very attractive or very threatening.

We can ascribe a reason for this in the context of Islam: imagination by the child or his fantasy is a phase of manifestation of his attempt at perceiving things which are and remain Unseen. The child’s negative fear of an unseen being like a ghost or spirit indicates one important thing – the existence of the natural positive capacity for submission to his Creator – in the realm of the Unseen. It is a manifestation of Al Iman bil Ghaib.

So let the child be a child, because treating him as an adult will not turn him into an adult before his time!

May Allah help us relate to our children as Prophet Muhammad (peace & blessings be upon him) related with his grandsons. May He help us treat them mercifully when they need affection and firmly when they need discipline.

Reprinted from the IslamiCity bulletin

Source: Zawaj.com

Discipline

Why is “No” his favourite word?

DEALING WITH NEGATIVISM
Your baby’s negativism (saying “no” all the time, running away, throwing things, and so on) has probably surged lately. This affects feeding, sleeping, playing, teasing – all the areas of important communication between parents and child. He is actively testing his limits thanks to his new-found mobility, awareness that people and objects have permanence, and heightened ability to manipulate and control toys and his environment. Tantrums are common at this age, along with other types of openly negative, provocative behaviour. Discipline, then, becomes a critical part of your role as parents in the second year. Again, be consistent in your rules and turn away when you get very angry.

Planning your long-term discipline strategies

A LONG-TERM GOAL
As your child starts testing you and the limits you’ve set, remember that discipline means teaching, not punishment. Discipline is a long-term goal, and your goal is to teach your child to limit himself. What you do at any one time isn’t the issue. It’s being consistent and imposing limits wisely, when they really matter, that count.

Parenting classes

BACK TO SCHOOL
If you haven’t already, you might think about taking a parenting class on discipline. In some areas these are provided by health visitors or parenting organisations. It’s important to get some information on this topic and to discuss with your partner how you plan to set limits. You may be surprised at the different views you have on this topic, so try to agree on an approach as soon as possible. Spouses who feel similarly about most things may find that they have very different ideas about disciplining their children. Sit down and discuss various approaches. Consistency is the most important thing for your child. If you cannot agree, how can he know how to behave well for both of you? Ask your health care provider for some suggestions on local parenting programs if you think you could benefit from them.

FYI:
It’s also a good idea to get some advice on babies’ sleep patterns, behaviour management or choosing day-care. Classes are sometimes available through the community colleges, from your health visitors or parenting organisations. Your health visitor or your GP as well as other mothers are the people to ask. Meeting other families can be another real plus of taking these classes. You and your child should have a community of people who can provide the emotional and practical support you’ll need as parents.

Tips
Moments to treasure
When you want to treat your child to a fun activity, put your stale bread to good use and go and feed the ducks. Take a trip to a nearby lake or pond to see where the ducks live, and bring along a picnic for the two of you while you’re at it.

The above post is courtesy of the Pampers Newsletter for children aged 12-24 months.

Understanding your baby’s new anxieties… 7months+

BABY’S GROWING AWARENESS

As your baby’s social world expands, and she reaches a certain level of awareness and understanding of other people, she will start to develop new anxieties. This is a normal, healthy stage in development, but can be quite trying for parents. From six months onwards, fear of strangers really starts to kick in. An up-to-now very sociable and confident baby can, almost overnight, turn into a fearful and clingy child. But it’s only a temporary phase that all babies have to pass through as they learn about their world. This period definitely calls for extra patience. Give your baby lots of encouragement and plenty of time to adjust to new situations or people. Be aware that even those she has met on several occasions, such as relatives or friends, might be greeted with trepidation or even tears. Right now, she feels the need at each meeting to reassess them and their place in her world. It may be a good idea to warn visitors about your baby’s current sensitivity to strangers. Rather than scooping her up and covering her with kisses the instant they walk through the door, they should give her the opportunity to come to them, on her own terms, once she feels confident and comfortable enough to do so.

SEPARATION TROUBLES

Along with a weariness of strangers, at some point in the next six months your baby is likely to experience a stage when she finds it particularly hard to be separated from you. She will cling to you at every opportunity and burst into tears if you so much as leave the room. Again, this is not an indication of a permanent, new personality trend. It is precisely because she is taking an ever-greater role in the world, that she starts to fear separation so much. You are her safety base, the one thing she absolutely relies on – you give her the confidence to venture out and explore. When you’re out of sight, she cannot be sure that you’ll ever return, and she feels rather lost. So her best protection is to ensure you do not leave her side! Try to see things from her point of view. This will help you cope with what can be a difficult and frustrating time for parents. If you need to leave your baby once separation anxiety sets in, talk reassuringly to her about your impending absence. She will not necessarily understand everything you say, but she’ll respond to your calm, confident tone. And, whenever possible, try to leave her with people she knows well, until you’re sure she’s overcome her fear of strangers.

Source: Pampers Newsletter (Your Baby, Month 7)

Tibb: THE BEST FOR YOUR BABY!

If one feels the need of something grand, something infinite, something that makes one feel aware of God, one need not go far to find it. There is something deeper, infinite and more eternal than the ocean in the expression of the eyes of a little baby when it wakes in the morning and laughs because it sees the sun.

Vincent Van Gogh

There is nothing more wondrous than a newborn baby. Babies invoke in us a sense that the future is a blank canvas just waiting to be filled. They leave us with an inherent desire to protect and care. Above all, we learn from the innocence of a baby to love unconditionally.

With the arrival of a little one comes great responsibility. Throughout pregnancy, and from the first breath drawn, we want only the best for this little person that has been given to us as a gift from the Almighty. But what exactly does the best care for your baby mean? And specifically with regards to healthcare, how does one make the most of the first and most important year of one’s baby’s life to ensure a healthy, happy and bright future?

Most parents have an amazing sixth sense when it comes to their children. The best advice, especially for new moms is to believe in yourself and trust your instincts. Of course, sometimes even nature needs a little nurture, and there is a great deal that you can do, simply and practically to make the first year less about sleepless nights, colic and teething, and more about smiles and milestones which abound fruitfully throughout this crucial time of your baby’s life.

Tibb regards infancy as the most important phase in the cycle of life . It is a time of constant development and as such, we need lay the best possible foundation for our children’s future mental, physical and emotional well-being. If you are familiar with our previous articles, you will know that Tibb philosophy deals considerably with the concept of Temperament. Temperament relates to the combination of heat, moisture, dryness or coldness in an individual. With regards to the life cycle, Temperaments is also affected by the different phases of growth and maturity. We start life with an excess of moisture (common sense since we spend nine months surrounded by water), and as we age we slowly become drier, so that in old age most people are predisposed to illnesses with dry qualities.

In her book, ‘Sister Lilian’s Babycare Companion’ , renowned midwife, Sister Lilian, states, “Excess mucous underlies most of the minor and even some serious common childhood complaints that many infants are prone to.” This is in line with Tibb’s view on childhood and temperament. Some of the most common causes of excess mucous at this stage are:

Sensitivity to formula milk. Where possible, remember that breast is best, especially in the first year of life!

Too much dairy and grain products in mom’s diet. Whilst there are no hard and fast rules regarding what you eat, certain foods do tend to aggravate baby’s tender tummy. It is advisable to watch out for telltale signs every time you introduce something new to your diet. Look to the wisdom of mothers, sisters and grandmothers. There are always some truths in old wives tales.

Too much mucous in baby’s system can sometimes result in colic and winds. Try adding a few drops of dill to baby’s bath or in a water/honey mixture. Tibb’s Bonnycare, which contains dill, is fast gaining reputation as one of the best remedies for stomach cramps in babies.

Climate is also important in the first year of life. Babies need to be kept out of extreme weather conditions. Cold, and overly dry environments, in particular, enhance mucous conditions. Winter especially, tends to aggravate blocked, stuffy noses and chest conditions. As such, precautions should be taken. Remember, you are the first line of defense.

Unduly early introduction of baby cereal in an attempt to get baby to sleep better at night. Even though baby may have gained adequate weight, the digestive system takes longer to mature and is often only ready to tolerate solids after five months, so please be patient.

Together with diet and environment, another important aspect of an infant’s physical and emotional growth, is the art of touch. Babies’ love being close and take comfort in being gently rocked. They often sleep best when lying close to mom. A wonderful way in which you can connect with your baby is through massage. Interestingly, though baby massage has recently been gaining popularity in the west, it has actually been a part of Indian culture for hundreds of years.   Be sure to read about massage techniques and the use of Aromatherapy oils for illnesses and health promotion in next month’s article.

Parenting is hard work, but the rewards are well worth it. Remember that a healthy baby is a happy baby…but more than that,     A baby will make love stronger, days shorter, nights longer, bankroll smaller, home happier, clothes shabbier, the past forgotten, and the future worth living for.

Source: Ibn Sina Institute of Tibb

CAN TEETHING BE THE CAUSE OF SLEEP PROBLEMS?

Every mom has probably at one time or another blamed a poor night’s sleep on teeth! The question is; is there any truth in this excuse? Ann Richardson looks at when can we blame teeth for night wakings, if ever?

Why is it that just when your baby is able to start sleeping through the night, and may in fact, already have started doing so, that teeth decide to make an appearance! Teething, per se, does not cause a sleeping disorder. Rather accept that when your child is teething, sleep may be disrupted temporarily. Avoid falling into the trap of blaming “teeth” for bad sleeping habits that never seem to go away.

It is important to recognize some important facts about teething, so that you can have a clear understanding of what your child is feeling when he is cutting his precious new teeth.

Teething, by definition, is when the actual tooth cuts through the gum and appears in your baby’s mouth.

This may occur anytime from 3 months of age (very unusual) up to 1 year of age. Early teething (in babies younger than about 7 months) usually follows a family history of early teething. Late teething of the first tooth (after one year of age) is also unusual, and also follows a family history. Check with your parents when you cut your first tooth, and invariably, your child will follow suit.

On average, most babies cut their first tooth at around 7 months of age. However, it is not unusual for your baby to celebrate his first birthday with no sign of teeth!

This actual “cutting” may be preceded by a period of discomfort (may last weeks) as the teeth settle into the gums and prepare to start pushing upwards. This is usually when your baby drools excessively, and loves to chew and bite down on objects. This period is seldom characterized by fever, loss of appetite and other illness such as diarrhea and ear ache.

If your baby is 15 months or older with no sign of teeth, consult your Dentist who may want to X ray his mouth to check that his teeth are present.

Signs that your baby may be ready to cut his first tooth include the following:

• Excessive drooling and biting down on objects
• Loss of appetite, especially sucking on the breast or bottle
• A low grade fever, or periods of intense fever
• A red and spotty rash around his mouth
• Nappy rash – may be severe
• Frequent, loose stools
• A runny nose
• Ear ache

There is a theory that teething may “weaken” your baby’s general immune system and make him more susceptible to illnesses such as otitis media (ear infections), bronchitis (chest infections) and tummy upsets. This, however, has not been scientifically proven. Many parents confuse normal developmental milestones (such as chewing on fingers and hands, and blowing bubbles) with teething.

Remember that at around 3 months of age, your little one will find his hands (Oh joy!) and chew excessively on them, creating plenty of drool and bubbles! Don’t confuse this exciting developmental milestone with teething or hunger!

If your child is feeling unwell whilst teething, please treat him with teething medication that is available from your pharmacy. Do you remember when your wisdom teeth started appearing? This is what your little one is experiencing whilst he is cutting his teeth. He may have a headache, and have a sore mouth, especially with eating.

If your nights are becoming difficult, medicate with the prescribed medication at bedtime, and repeat the dose at prescribed intervals during the night if needs be.

Source: Momsmatter.co.za

UNLOCKING THE DOOR TO LITERACY FOR CHILDREN WITH DYSLEXIA

with the THRASS Synthetic Phonics Programme

In his recent report on the identification and teaching of children with dyslexia and literacy difficulties, Sir Jim Rose has identified the need for specialist teachers for children with dyslexia and for courses for teachers on selecting and teaching literacy intervention programmes. There is, however, no need for expensive new specialist programmes, as THRASS is a synthetic phonics programme that already has a proven track record for unlocking the door to literacy for all children, including those with dyslexia.

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed but it is not related to intelligence.

Sir Jim Rose recommends that the Department for Children, Schools and Families (DCSF) should fund a number of teachers to undertake specialist training in teaching children with dyslexia, in order to provide substantially improved access to specialist expertise in all schools and across all local authority areas; DCSF should also commission short courses for teachers on selecting and teaching literacy intervention programmes. But he admits that it is not always easy to recognise dyslexia in young children.

There is, however, no need for expensive new programmes. What is needed is for all teachers and teaching assistants to be trained in the simple principles of synthetic phonics teaching and to deliver this regularly to children of all abilities in mainstream classrooms, thereby providing continuity for pupils and ensuring that the needs of borderline children, in whom dyslexia may or may not be recognised, are not overlooked.

Evidence shows that children with dyslexia need logical, sensible, highly structured, multi-sensory teaching that uses graphic representation, is used ‘little and often’ and allows time for reinforcement and encouraging generalisation. The THRASS ( Teaching Handwriting Reading And Spelling Skills) synthetic phonics programme, which can be used across the curriculum, meets all these criteria, while at the same time being equally suited to teaching children of normal ability.

THRASS has been pioneered by British Educational Psychologist Alan Davies, who holds the Dyslexia Institute Diploma and the British Dyslexia Association Diploma, and the very first THRASS programmes were based to a considerable extent on his work with dyslexic children and adults.

THRASS is a whole-school programme for teaching learners of all ages and abilities using pictures and keywords, and is used in thousands of nurseries and primary schools in the UK, Europe, Africa and the Caribbean. It helps learners to understand the building blocks of the English language by teaching them about the 44 phonemes (speech sounds) of spoken English and the 120 graphemes (spelling choices) of written English. It is also a multi-sensory programme based on developing VAK (Visual, Auditory and Kinesthetic) skills and has the potential to at least double the normal rate of progress made by primary school children who have reading and spelling difficulties, including dyslexics.

One of the THRASS key resources is the Phoneme Machine, a groundbreaking computer programme that uses moving human lips to pronounce the sounds (phonemes) in hundreds of frequently used English words. It is suitable for all ages and abilities but is of particular value for teaching children with learning difficulties such as dyslexia. The value of the Phoneme Machine was recognised in the September 2007 edition of Independent Talking Points , the magazine of the Association of Speech and Language Therapists in Independent Practice (ASLTIP), in which Catherine Redmayne, the editor, wrote, “I would have paid just for some bits of this programme. Considering the whole thing was free to download, it was a wonderful offering from THRASS”.

The THRASS SING-A-LONG resources have also been particularly successful for teaching children with learning difficulties. The resources use 44 songs that teachers and parents can sing with children to explain the 44 sounds and 120 main spelling choices of English. The songs have really memorable tunes in different musical styles and dance rhythms, and wonderful imaginative titles such as “The moon fell out of the sky” and “You don’t get pandas in Africa”.

THRASS has for some time been used in the Caribbean for children with special educational needs, including dyslexia, as well as for mainstream children and has already received extremely favourable reviews there. When The Caribbean Dyslexia Association organised a SING-A-LONG workshop in 2008 the response was overwhelming. “There is so much enthusiasm within the entire programme and you can teach so much to the children through “SING-A-LONG”. It’s inspiring.” “The resources will definitely help with reinforcement of reading principles especially in dyslexic children who need opportunities for over-learning. The SING-A-LONG adds a dynamic element to the process and activities.”

It is of no little significance that in 2007 I CAN, the national education charity that provides education services for children with speech and language impairments, announced that it had chosen to further increase the use of THRASS at its Meath School in Surrey.  More recently Brown’s School, an independent special school in Kent that has an excellent record for teaching children with specific learning difficulties such as dyslexia, has also started using THRASS. Teaching at the school has been recognised by Ofsted as being consistently good with examples of outstanding practice and pupils making good progress, particularly in reading and spelling.

The THRASS synthetic phonics programme really does unlock the door to literacy for children with dyslexia.

Source: www.momsmatter.co.za

The Role of play in your child’s development

PLAYING TO LEARN

Playing is your baby’s job! When you’re ten months old, anything and everything can seem new and interesting. Most activities represent opportunities for fun and learning – whether it is seeing what happens when you slowly push your dinner, piece by piece over the edge of your feeding tray, or emptying Mummy’s handbag all over the floor while she’s busy talking to her friend. Even the most common of routines, like taking a bath, can be turned into a challenging game as you help your baby sink an empty bottle under the water to produce big bubbles. With a little imagination, you can constantly encourage your child’s development through play. Learn to see the “fun potential” in objects around the home and during daily activities. For instance, that cardboard box you were going to throw out could provide hours of entertainment. And why not distract your little one when changing his nappy by teaching him to clap along to a familiar nursery rhyme. By trying to look at every situation through your baby’s eyes, you can quickly find ways to make it more entertaining and even educational.

LEARNING TO PLAY

Babies learn through play, but they also need a hand learning how to make the most of playing. Your little one watches your every move, and most of his actions and reactions are modelled on your behaviour. So your guidance and encouragement can help him become more inquisitive, confident and sociable. Involve your baby in your activities whenever possible, turn chores into games and prompt him to investigate how objects feel, sound, or move. Point out interesting things when you’re out together – remember, his language comprehension is already well underway even though he isn’t yet talking. Get together with other babies – one is never too young to make friends! And always offer lots of reassurance as you encourage him to explore new surroundings, interact with new people and try out new activities. He needs to know you’re there, offering security and familiarity, while he is busy being sociable and adventurous.

Source: Pampers Newsletter

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