Playgrounds

Modern playgrounds are safer, better designed, and better maintained than ever before. Why then are fewer children playing on them?

Playgrounds exist to provide children with a safe, fun, challenging environment in which they can play. They are a relatively recent phenomenon – at the turn of the 20th century children went to parks, but did not have a designated ‘playground’ area. As traffic increased throughout the 20th century, playgrounds became a safe alternative to the streets. Children are left with fewer options for places in which their parents are happy to let them play. The role of the playground in modern society is to provide children with all the developmental opportunities whilst minimising the risk of serious injury.

With increasing media attention on cases of injury , abduction or crime in society, parents are increasingly reluctant to let their children play outside and as a result children are rarely left to play unsupervised until they are at least 10. This fear, passed on from parents to children, prevents playgrounds from being used to their full advantage and deprives millions of young children the opportunities for physical, social and cognitive development that playgrounds offer, exacerbating developmental problems caused by lack of exercise and freedom.

Why are playgrounds important?

With obesity levels among children hitting record highs , there is little disagreement that physical activity needs to be prioritised. But the benefits of exercise go well beyond reduction of obesity - as well as burning calories, exercise is the single biggest preventative factor against depression.

When discussing what is best for children, a holistic approach to child development is likely to be the most beneficial as it is difficult to separate cognitive, social, and physical development. A playground provides a non-prescriptive environment where children can play and develop skills at their own pace. A well designed playground should include opportunities for cognitive development as well as physical and social development, but the chances are that if children are playing freely, they will be doing things which naturally develop a wide range of skills in all areas.

More than just physical health

Social development is now believed to be a precursor for cognitive development and playgrounds provide children with opportunities for cooperative play, modelling behaviour, conflict resolution, communication and turn-taking to name a few. Links between physical activity and cognitive development are also coming to light with increasingly sophisticated neuro-imaging techniques.

Traditionally, playgrounds were designed primarily for physical activity, with some consideration of social development. With increasing understanding of development, well-designed playgrounds can provide activities which stimulate development in a holistic way. For example, climbing activities which require children to cross their hands over increase the connectivity between the right and left hemispheres of the brain. Platforms of different heights strengthen muscles used in climbing and jumping, but also develop skills such as depth perception, risk assessment and an understanding of one’s own abilities and limitations.

What makes a good playground?

Differentiation and a wide range of play opportunities is essential. Young children feel more confident in small groups, so a modular design rather than a huge structure is likely to be more appealing. Equipment which provides for a variety of play styles (contemplative-imaginative, high adrenaline-physical, social-cooperative) and does so in a way that the children playing an imaginative game will not get jumped on by the adrenalin seekers is also likely to be popular.

In order for playgrounds to be used well, both parents and children need to approve of them and they need to appeal to of children of a wide range of ages. People are creatures of habit and if children are used to going to the playground from a young age, it is likely that they will continue to do so as they grow up. It is parents who determine the activities of pre-school children and so in order for the parents to want to take their children to the playground it needs to appeal to parents as well as children. Not only do parents need to feel confident in the equipment, they also need to be willing to be there themselves. If parents are provided with a place to sit and socialise with their friends, they are more likely to let their children have more freedom.

Not just for the children

Parents also need space from their children and a chat with their friends in the playground whilst their children are playing may give parents access to valuable support networks that can help prevent feelings of isolation and in some cases post-natal depression.

The parents’ area should be closest to the baby/toddler equipment to allow parents to socialise whilst supervising the children who most need attention. Older children should be given equipment which enables them to play without constantly being in sight of the parent’s area. As long as a child knows where the parent is, and feels confident that they can get attention if necessary, there is no need for constant supervision. 

Martial arts for children

Martial arts:  a fun way for both boys and girls to achieve fitness and focus. Some parents may think they also promote violence, but that's a myth, according to experts. The martial arts actually help teach self-discipline and socialization skills. In fact, many parents whose children have attention-deficit/hyperactivity disorder (ADHD) report great success with these programs because self-control and concentration are exactly the skills underdeveloped in ADHD children.

A typical hour-long class begins and ends with a bow to the teacher, or master. After a warm-up, students practice the art's particular skills, which may include kicks, punches, and blocks. Each requires concentration and strict attention.

Progress is often marked by the belt system, which takes the beginner from a white belt through a variety of colours until black. Testing for each new level, generally every three months, is a good exercise in setting and achieving goals.

But, say experts, it's the respect kids learn, whether from bowing or standing still and waiting for the next command, that can be the most important benefit: it often carries over into school, helping to improve behaviour and even grades, according to recent research.

Class options

Here's a quick guide to help you choose the right class for your child.

Karate (Japanese)
A system of self-development using kicks and punches. Its quick, sharp actions involve snapping movements of the joints, which means that children need to warm up carefully.

Tae Kwon Do (Korean)
A form of karate developed as a military art, which has become one of the more popular martial arts world wide. It uses kicking and punching movements to energize the body and breathing and meditation techniques to provide focus.

Judo (Japanese)
Taught as a competitive sport, judo teaches children how to throw a partner using balance and leverage and helps them learn self-control and respect for their opponent.

Jujitsu (Japanese)
A competitive form of self defense that teaches students to use their opponent's weight and strength against him. Having a partner fosters cooperation.

Aikido (Japanese)
Uses many of the same movements as jujitsu but is gentler and non competitive. It, too, is an excellent discipline for teaching children how to work with a partner.

Kung Fu (Chinese)
A rigorous and physical form of karate that involves more fluid movements than its Japanese cousin, making it easier on joints. It's fast-paced, so children get an aerobic workout.

T'ai Chi (Chinese)
Focuses on balance, stretching, and weight-bearing moves. T'ai Chi is easy on the joints, boosts flexibility, and improves concentration skills.

Hiring a Tutor

Guidance on tutors - what they do, how they might benefit your child, and how to track down the right one.

What does a tutor do?

A tutor is a teacher you pay to work with your child, either on a one-to-one basis or as part of a small group. Usually the tutor focuses on a particular academic subject, or they may coach your child in a particular exam technique.

A tutor often helps a child who is struggling with their studies, or needs a boost to do better at school or do well in an exam (perhaps an entrance exam or a particular subject at GCSE or A-level). But sometimes a tutor is taken on to stretch a child with an exceptional ability in a subject.

Because the tutor is working with your child in a more focused way than would be possible in a class of 25 or 30 children, a lot can often be achieved in a short time. But tutors can be expensive - they can charge around £30-£60 an hour.

Could my child benefit from tutoring?

Many children benefit from having a tutor at some point in their education.  Below are common circumstances in which a tutor is hired.

Some children are academically advanced and are not sufficiently challenged in school.  Sometimes, these students, who may attend schools that do not offer gifted programs, become bored with their coursework and ultimately lose interest.  Their grades begin to slip as a result.  Parents who observe that their child is academically advanced and insufficiently challenged in school can proactively address potential boredom by hiring a tutor to provide additional coursework, something more challenging and interesting for the child.

Some children absorb information better when taught one-on-one.  By hiring a tutor, who provides one-on-one instruction, the child can be provided the one-on-one assistance needed to thrive in the traditional classroom.

Some children do not feel comfortable in the highly structured environment that is the traditional classroom.  As a result, these children may struggle with coursework: not because they lack the capacity to grasp the material, but because the learning environment is not appropriate for them.  By creating a different learning environment, a more open and flexible environment, these children often thrive academically.  A tutor can provide that different learning environment.  While these children may never be comfortable in a highly structured environment, they will, with the help of a tutor, be given the opportunity to learn their coursework and graduate successfully.

Some children may be struggling to understand some of their coursework.  Teachers in a traditional classroom cannot slow the instruction if one student is lagging, so there may be times when a student feels left behind in the classroom.  Hiring a tutor to provide additional instruction and help the child grasp the material in the coursework can help the student catch up with his/her classmates and successfully pass his/her class. 

Most children seek help with their homework, often from their parents.  However, some parents have trouble teaching their own children.  Perhaps the parents did not take the courses the children are now taking, so the parents simply do not have the knowledge base  to provide the help that the children seek.  Or perhaps the children are more receptive to academic instruction from someone other than their parents (most children go through a phase where parents are deemed NOT in-the-know).  By  hiring a tutor, a child can receive the homework assistance he/she needs from someone who knows the material and is regarded by the child as knowledgeable in the subject matter.

For these and many other reasons, tutors can be a successful addition to a child's academic resources.

How to find the right tutor

Many different people work as tutors. They include:

• Teachers who want to earn extra cash
• Retired teachers
• University and college students, or recent graduates.
  

Many work through a tutoring agency. To find an agency in your area, search online. You can also ask your child’s teacher, or other parents, to recommend an agency or a tutor.

Tutors have different styles and approaches to working. It’s worth thinking about what approach you feel would work for your child, and talking it through with a possible tutor. You should also think about where the tutoring would take place. Some tutors come to you, while others work in their own homes. What would best suit you and your child?

It’s vital to make sure a private tutor has had a CRB (Criminal Records Bureau) check. Remember, you are placing your child in a vulnerable position, and you must do all you can to ensure the tutor can be trusted. Don’t take anyone else’s word for it - check them out yourself.

What to look for in a tutor

You will anticipate hiring a tutor for your child, but where do you begin?  What do you need to be looking for in a tutor?  Below is a list of traits, skills, and credentials that you will want to seek.

1.  Education beyond the grade level of your child.  Some parents prefer a tutor with at least a Bachelor's degree as these parents prefer an advanced body of knowledge in a tutor.  Other parents prefer hiring a student who is perhaps only a year or two older than their child as these parents think their child may be more receptive to peer-level tutoring.

2.  Experience in educating or tutoring, especially in the subject matter(s) on which your child seeks tutoring. 

3.  Teaching style.  Some tutors use a structured method of instruction while other tutors use a more informal approach to tutoring.  What style works best with your child? 

4.  Reliability.  You need to know that your tutor will show up when expected, tutor for the full time expected (typically an hour), and will depart when expected.

5.  Patience.  Your tutor should be patient as your child goes through the learning curve.

6.  Honesty.  Your tutor should not misrepresent information to you or your child.  Further, your tutor should not misappropriate items from your home.

Your child will likely also have a set of expectations for his/her tutor.  Thus, you should include your child in the selection of the tutor as doing so increases the likelihood of success of the tutoring match.  At www.londongoverness.com we have a huge data of respectable, successful and checked tutors.  So, far we have received only praise for their effort and dedication.

Learning Math

As a parent, you are there to give your child their first experiences of maths: from sorting toys to baking cakes, from going shopping to learning to ride a bike (and if you're wondering about the maths in riding a bike, just think about speed, distance, balance, wheels etc - it's all maths!).

Even if you don’t feel confident with maths, you can still make a huge difference to your child’s numeracy confidence and ability.

Key Points

• Helping your child feel positive about maths is really important and it’s something every parent can do.
• Maths is everywhere – pointing this out helps children understand the importance of maths, and enjoy it too.
  
  

What is numeracy about?

Being numerate is a life skill that will help your child at home, at school, and one day in their work lives too.

At all levels learning maths is about solving problems, thinking logically and being creative in finding ways of working things out.

A good understanding of numeracy will help your child with everyday tasks like

• Solving problems
• Making decisions
• Understanding information.
  
  

For everyone, for life

Numeracy is still important even after children leave school. Children with good numeracy skills are more likely to

• Stay in education longer!
  
  

The importance of children’s early experiences

A child’s early experiences with maths can affect how they feel about maths throughout their lives.

In the UK it’s really common to hear people saying ‘I can’t do maths’. But we know that every child can learn to do maths - and also that every parent can too. There are lots of things you can do to help build your child’s skills and confidence – and your own too.

What you can do to help your child

The most important thing to do is help your child to feel positive about maths and have fun with it whenever possible.

In the UK people are often negative about maths and this makes it harder for children to understand the reasons why we need to learn maths. Follow our top tips and help your child develop maths confidence.

1. Don’t say things like ‘I can’t do maths’ or ‘I hated maths at school’… your child might start to think like that themselves…
   
2. Do talk about the maths in everyday life, and ask your child how they work out problems or questions.
   
3. Do praise your child for effort, rather than talent.
   
4. Do use time at home to practice practical maths like shopping or cooking.
   
5. Do challenge yourself – the more confident you feel, the more you’ll be able to help your child.
   

The other really important thing is to give your child the opportunity to use and talk about maths every day. This will help them to become a mathematical problem solver, and develop lifelong skills such as:

• Sorting – into groups, into order, and comparing
• Measuring
• Calculating – adding, subtracting, multiplying, dividing etc
• Organising and understanding information
• Looking for patterns and relationships between numbers
• Making sense of and checking information – learning to ask ‘is this answer sensible’?
• Communicating and presenting information
  

Children learn maths best through activities and tasks where they have to make choices in order to solve a problem or a puzzle and where they can explore and talk about their ideas and approach to the problem. The more variety they experience with maths, the more comfortable they will feel.

Moving to big bed

 

Your toddler may have a sense of freedom the first few nights after transferring permanently to a bed. Luckily, most children are happy to “graduate” and stay in their beds more willingly than they did in their cribs. However, for a few, the transition has to be managed closely. The best way is to continue with the same bedtime routine you have used since your child first joined the family.

Repeat the Following Steps:

1. When you end a routine tell your child to stay in bed until you come for her.
2. If she gets out of bed, calmly and quietly lead her back and tell her she must stay in bed.
3. When she gets back into bed, reward her by telling her briefly what a good girl she is for being there, then leave the room.
4. Tell her that you will come and check on her during the night. For some children it provides reassurance.
 

Prepare Yourself for a Bedtime Struggle

But don’t kid yourself that the struggle is over. Be prepared to repeat steps 1 and 2 as many times as you have to for several nights in a row. Twenty “farewell appearances” in one evening is by no means an unusual number. Above all, stay calm and keep interactions with your child on a low-key level; they should be brief and boring. The aim is to reward her with praise for staying in bed and not for getting out. Children tend to feel, that any attention is better than none. If getting out of bed brings your toddler extra attention—even negative attention, by making you angry—she’ll do it again and again. By contrast, if you keep the atmosphere quiet and even boring, the excitement of getting out will soon pale. 

Avoid Rewarding Bedroom Breakouts

While respecting your toddler’s new found mobility, insist on the rule that once it’s time for sleep, people have to stay in bed until morning unless they have to go to the bathroom. Avoid rewarding bedroom breakouts, such as by allowing your child to climb into your bed or join the members of the family who are still up. Instead, praise her in the morning for having stayed in bed all night.