How to do a cartwheel


Recently our girls have been trying to do cartwheels.  They can manage the basic action, but their arms bend, or their legs bend, or sometimes they just land in a heap!  So I've been trying to help them.  Now I did gymnastics for years when I was younger - and yes, can still do cartwheels, and ahem, almost, the splits!  But trying to teach my girls how to cartwheel has had me stumped.

We've been practising them every day - 5 cartwheels a day each (me too - so I can lead by example, in both how to do the cartwheels, and also in the motivation of sticking to something each day). 

As a result of this practice, I think their cartwheels are improving a little, but decided I needed a little more help for them - so we googled, and found this great youtube video!



Pretty good - and the stretching at the beginning, has led to more discussion with our girls.  As a result of this discussion, we've decided that we need to 'train' a little more than just repeatedly trying cartwheels.   Every day we're going to stretch a little and then try to follow the form on this video! We're also going to practice handstands, to strengthen our wrists and shoulders some more!


I wonder how long it will take to perfect?  Is it a matter of building the strength in their wrists, shoulders and arms? Or is it more technique??

While we're on the subject of cartwheels, I remember a few years ago, a school in Queensland banning cartwheels at school because they were considered too dangerous!  (I looked back and found the article here if you're interested!).  That is just crazy!  If they are going to ban something like cartwheels, they may as well tell the kids to sit at their desks at break times and not move in case they hurt themselves! Then where would we be with the obesity situation with kids?

But getting back to teaching cartwheels; can your kids cartwheel?  Can you?  When did they learn? Did you teach them?  Any 'cartwheel' secrets you can tell me?

Does this make you want to try?  Go on - out onto the grass, and give it a go!! 




Bringing home the school pets



We've all heard the stories of people looking after the school pets, and having to visit the pet shop before returning to school because the pet didn't quite make it through the holidays!

Well we've fortunately never had that experience ourselves, although we have had goldfish to look after for a couple of weeks during the school holidays, and the class hermit crabs for a weekend.

 Neither of those, however, caused as much excitement as bringing home the special cuddly class toy each year!  This week we've had two cuddly mice - called Miss Pearly and Miss Spotty from our younger daughter's class at school.

They get to go home with each child from the class in turn for a few days each. They have their own special bag, some mousey books to read, and a journal for each child to write, draw and add photos telling of their own adventures with the cuddly mice!

The kids adore this experience each year, and spend so much time showing the cuddly animal around their house, playing with them, inevitably they join us for meals, and snuggle up with the kids at bedtime.

I've also had strict instructions of what to feed them and when, while our daughter is out at school! (which of course I have done!)

One of the best parts of this experience (in my opinion) is the journal the kids write at the end of their visit.  It is such a fun way to encourage the kids to write and tell their story.  When they go back to school, they all read the mice's new adventures together and look at the pictures.  A lot of thought and effort goes into these journal entries, and the kids don't see it as 'homework' - they all WANT to do it! That has to be a good thing!

This is something that for us, started in Kindergarten with a possum, then we've had a puppy and also a bear dressed as a ladybird (??).  We don't have a pet ourselves, but even those kids who do, seem to enjoy their visits from these cuddly toy pets just as much!
I must say I've preferred the cuddly pet visits more than the real pet ones! 

How about you? Have your kids brought home school pet? Real or cuddly?
 We'd love to hear your stories and thoughts about this! Do leave us a comment!


Kids telling lies


It is interesting to look at when, how and why kids lie, learn to lie and choose to lie.

Simply, we teach them.
Don't tell daddy we ate the last chocolate, Wasn't that dinner delicious (yes, after all the burnt bits were scraped off and it was covered in tomato sauce), no mummy your bum doesn't look big in that etc!

Our newly 6 year old has now found lying and doesn't even really understand or notice that she is doing it. It is natural for a kid to want to please their parents, not make mistakes and certainly not be caught out.  Nobody wants to knowingly be seen to do something wrong or admit to doing the wrong thing.
My most current example is such a small one but one that really makes me smile and I am sure one that will stay with me for some time.  Let me share.

It is close to bed time.  Our youngest is tired but still acting like a big girl and wanting to stay up late like the big ones.  It inevitably gets to shower time, what a big girl, she can do it herself now. Time to put on pajamas- great, well done.  OK, off to brush your teeth.  Back through to the living room to give a goodnight kiss.  Uh oh, no kiss for you, there's toothpaste all over your mouth.
"Did you clean your mouth after brushing your teeth?" (OK, a bit of a silly obvious question, but you have to make the kids think!)
Answer "Yes"
Question "Are you sure"
Answer "yes", so if I go through to the bathroom, I will find the towel clean and not half covered in toothpaste?"  "Yes".  "OK, Last chance- I don't want you to lie to me......... "  "Well, maybe......."

You have to smile, but the slippery slope has to start somewhere.

It makes me think, there are so many times we actively lie and a white lie is the accepted and chosen way for interaction but equally, lies lead to hiding more serious issues.
Did you take it?  This is potentially hiding theft.
Did you break it? Not taking blame and avoiding taking responsibility for the consequences of your actions
And the list goes on.


When did you last lie?  Was it a white one or a snowballing one that got out of control?
When have your kids lied?  Was it funny or more serious?
Can you even imagine life if no one told a lie?

Euan

The Abacus - or Soroban


I've always wanted to look into the use of abacuses and their benefits.  Abaci are counting frames with beads of some sort, still used widely in Asia and Africa.  Why use them instead of calculators?

When electronic calculators were first introduced in Japan, a hybrid was manufactured to appease peoples scepticism of these new electronic devices. These hybrids had an electronic calculator on the left, and an abacus on the right, so that you could 'check' that the electronic device had performed the calculation correctly!

How to use an abacus is still widely taught in many countries such as Japan, China and Russia.  Abaci are also often used for blind student to learn mental mathematics.

The potential for learning mental calculations using the soroban (abacus in Japanese) is incredible- as you can see if you watch this video...




Not only does using an abacus appear to be hugely beneficial to mental mathematical ability, but it looks like it can also improve fine motor skills watching the speed those kids fingers move when calculating!! 

I also never knew there were so many different kinds of calculator - click here to see pictures of everything from the familiar rods with beads, to a circular abacus,  and even a tiny finger ring abacus!

I vaguely remember there being an abacus in my primary school classroom, but I don't remember really ever using it.  I think it would be an amazing thing to learn how to use, and I'm sure it would be a great brain training tool.

Have you ever used an abacus?  Do your kids have one?
I'd love to hear from someone who uses one! 




NAPLAN Tests - why they are necessary.



Every year Australian school children in years 3,5,7 and 9 take their NAPLAN tests.


"NAPLAN is an annual assessment for all students in Years 3, 5, 7 and 9. It tests the types of skills that are essential for every child to progress through school and life, in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken nationwide, every year in the second full week in May."



My understanding is that the tests are supposed to highlight problem areas for teachers and schools, and show where extra work is needed to bring the students up to standard. But do they actually do this?

This is the first year one of my children will be taking part in these tests. At school for the past term, the focus in her classroom has been strongly on preparing for these tests, and practising the skills necessary for them. It has been a learning curve for both my daughter, who has been introduced to many new concepts and problems, but also for myself and my husband, as we have gained a clearer understanding of what is expected (in terms of the Australian National Curriculum) of our children’s ability in numeracy and literacy at this age.

There is a lot of debate about whether these NAPLAN tests (which were introduced in 2008), and equivalent tests in other countries such as the SAT tests in the UK, are truly beneficial to the students. To have to sit ‘exams’ at the age of seven may put unnecessary stress on children so young, and the end results are largely used to rank schools – which is not particularly helpful to the individual children sitting the tests.
But is a ranking of schools not a valuable and perhaps necessary thing, as with all aspects of life?


While researching this article, I found a ranking for Australian education in worldwide terms:
“The Programme for International Student Assessment(PISA) 2006 evaluation ranked the Australian education system as 6th for Reading, 8th for Science and 13th for Mathematics, on a worldwide scale including 56 countries.”


To me, seeing these results, I would think that our chief educators and governments would have seen these statistics, and be using them to find ways to improve our ranking. What are the countries above us on the list doing differently to us in terms of education? And how can we learn from them, to in turn provide our children with the best education and opportunities we can? So they can be prepared for life worldwide, not just within Australia.

We all want to know how we compare to others – there are surveys that show us the most liveable city or country in the world and we are proud if our city or country is highly ranked. We all cheer when our local sports team wins, we award prizes, certificates, trophies and medals to those who rank the highest in all aspects of life. High achievements should be celebrated, praised and strived for. Why not start with school test rankings? Is that so different?


As I have been discovering NAPLAN’s meaning, tests and history this year, I naturally wanted to see some results. I looked up the national results from 2010, and when I found my daughter’s school on the list, I looked at the results, and they seemed like decent numbers but they didn’t mean anything particular to me. So, to put them into some kind of perspective, I then checked other local schools in the area to see their comparative results. We all compare, and I believe that if we compare favourably, then we are happy, but if we don’t, then we should question why, and how we can change that. NAPLAN tests provide parents, and schools with this opportunity so we can all strive to better ourselves.

I recently read the Dalai Lama’s autobiography. He tells of his thorough and impressive education, in the hands of many highly trained and qualified people, but he also laments the fact that he was educated alone, with no classmates to compare himself and his abilities to. He said the thought this put him at a certain disadvantage, as he did not have the opportunity to use classmates abilities and results as a motivator to study harder and better himself.

There are stories which circulate each year of teachers allowing students extra time for the tests, in order to help them and so in turn, boost their class and school results. There are even murmurings of financial bonuses for teachers whose students perform well on these tests.

There are also stories of students being asked not to attend school on the days of the test, so as not to bring the school average results down.

If this truly happens, then it is basically a form of ‘cheating’ on the part of the teachers and the schools. I do not doubt there are cases where this does happen, as in all aspects of life. Everyone wants the best results, and some people will go to extreme lengths to attain these; cheating, lying and even law breaking. Of course this is wrong, and should not happen, but it is not in itself an argument against the NAPLAN tests themselves. People cheat on all kinds of tests, but it doesn’t mean the test is at fault – only the person who cheats.

Some parents have decided to tell their children to boycott the tests. For example, at one school in Queensland, the principle sent letters home to parents giving them the option of removing their kids from the NAPLAN tests and having them attend regular classes instead.

The principle of this school believes that, ‘testing students on a yet to be implemented national curriculum was one of the many flaws of NAPLAN’. But surely, a national curriculum, a national standard of education, is something that we desire? We want to know that our children in all states are being provided with the same level of education. There should not be educational advantages to the locations where we live. Each child is entitled to the same quality of education regardless of the state they reside in.
Is the NAPLAN test, not a useful tool in providing a national curriculum; a benchmark upon which to base the curriculum upon – to try to bring all states into line with each other? How else can we compare where everyone is now, to see what needs to be changed?

Personally, I believe the NAPLAN tests are a great opportunity for our kids. Seven may seem young for formal ‘exams’ but tests and forms are part of everyday life, and it is something that should be taught. If children are introduced to this kind of thing at a young age, then perhaps it will mean that tests and exams become less of a stressful event, and a more everyday thing that students don’t get so worked up about.

Some parents and teachers feel that spending so much time preparing for these tests, takes away from valuable learning time in school. They believe time which could be better spent learning skills other than those used for the tests. But surely, the whole point is that these tests are checking that students have necessary skills for their particular age group, in the fundamental subjects of numeracy and literacy? If they need to spend time brushing up on, or indeed learning these skills before the test then does that not suggest the tests are having the desired effect, and encouraging schools and teachers to bring all students up to a standard level of education?

Debate over educational methods, teaching and testing is both important and valuable to ensure it is constantly reviewed and revised to provide the best for our children. This week will see a new group of students begin on their journey through the exams of their academic life. Let’s encourage their progress and look forward to the results which will hopefully bring about change and improvements in education in schools and indeed within the whole of Australia.

Are your children doing NAPLAN or an equivalent this year? How you do feel about these tests?




Smacking children





There's nothing like a good smack!


I strongly feel that in the correct situation, a smack is a good deterrent and also provides a poignant reminder of inappropriate actions.  Obviously, beating a child, repeated hitting and having a child live in fear of a slipper, belt or other implement is NOT appropriate in any circumstance.




Is it hypocrisy to teach children not to smack or lash out at others by smacking them yourself?  Generally yes, if a parent smacks their child the likelihood of the child seeing this
as acceptable behaviour has been increased.   If all problems were initially solved by physical violence the playground would be a truly unhappy place.

A holistic approach is surely the only way forward with smacking as the 'death penalty' of the household rules system- the ultimate deterrent.  If the parents set the correct example of how we treat each other and mutual expectations, the likelihood of a situation leading to smacking is already reduced.  Talking about unacceptable actions, 'don't bite' and showing the consequences and asking the child to put themselves in the particular situation is a good first step.  From there, a loud clap, withholding either treats or fun activities would be the next step and then either a 'naughty corner' or chair or exclusion to the bedroom/laundry room could follow.  Each of these strategies must of course be accompanied by a discussion to ensure the child understands what was not acceptable and how they could better have dealt with the situation.  This has got to be the preferred option.

What about when the toddler takes a metal fork and decides to see how well it will fit into an electric socket?

Here, in my mind, a smack is appropriate.  There needs to be a lasting reminder of this DANGEROUS action.  A toddler may not have the vocabulary or reasoning capabilities to discuss the rationale of electricity but they will more likely associate the electrical point as a no go area.  In a situation where there is danger and a young child, smacking is an option.  Also as an ultimate deterrent which is very rarely used, the threat or understanding that a child could be smacked for unacceptable actions is important.  A parent has to follow through with discipline the same way as providing a consistent bed time routine, answer to requests for sweet food or can I have a ..... on a day to day basis.

The older a child gets, the more sit down, discussion and providing alternatives to the action they have taken eg. suggesting walking away, reason or diffusing a situation are ways to prevent situations that would have lead to a smack.  It is obvious that smacking does not have a place in adult life, although there are some people and bosses who probably would benefit from a good smack, children see it doesn't have a place in everyday adult life.  We have to guide our children towards this understanding and correct form of social convention.


As a smacked child and a smacker, my understanding is that hitting or abusing a child is very different from a smack to show something is dangerous or unacceptable.

How about you, do you agree or am I a violent parent who needs to keep my hands to myself?

Euan

Pink nails on boys- J Crew article



It isn't often that a news article really gets inside my head!

This one which simply has a photo of a young boy with pink nail varnish on his nails in a child's brand of clothes advert really makes you think. Not at face value, but when you look at some of the discussion and delve a little deeper, some of the implications begin to make you ask questions.

The article was in the Wall Street journal.
It is really worth a look and the comments just keep on coming.
It even spawned further discussion through 'The Mad Momma'
another blog I enjoy.

In my mind, pink for girls and blue for boys is rubbish.  Kids like bright colours and it is often dependent on their characters as to how much attention they wish to pursue.  BUT, and it is a big but, you cannot look at society without accepting the gender connotations that match with colour.  These are so strong that children will throw tantrums if they don't have their favourite colour top or decide they are not thirsty if the drink is in the wrong colour cup!

I think parents need to lead in terms of pushing children to make their own choices but also be aware of the societal expectations.  It is important to have gender differences, I still believe that a boy should be a boy and a girl should be a girl.  Yes, as defined by society, but it allows you to enjoy the colours of grey in between too when you are happy with the understanding of who you are.

The point of this article, again in my mind, is that a parent perhaps should not portray their son in pink decorated and painted nails on a world stage.  This is close to exploitation.  The parent understands societies connotations, the child does not.  The child however is subject to peer pressure and all the negativity that potentially surrounds his parent's choice.
Young children are not trend setters, multi national marketing companies are.  Whilst they can manipulate kids into tweens wanting padded bras and boys wearing Ben Ten merchandise, a parent has to be more circumspect.

The idea of gender and how it can and has been manipulated by society is fascinating.
I think roleplay for kids is great fun and important.  I think fathers having play fights with their daughters and painting boy's toenails with rainbow colours is great in the family home BUT on a global scale, sometimes there is a need to have closed doors for exploration of what a child wants to wear, do and how they act in public.

What is your take on this?

Euan

Are they only interested because we are?


A few weeks ago, our eldest daughter came home from school with the news that her first ever school cross-country race was coming up soon.  She had a note explaining that weekly coaching and training would be provided for the students one morning before school each week, and every student was encouraged to attend.  Our daughter said she didn't want to do the training at school, because she wanted to train with me at home.  Since I do go running regularly myself, I was very happy with her choice, and enjoyed the few runs we had together to 'train' for her race. (which she did do very well in and enjoyed lots which was more important!)

It got me thinking about how parents interests can influence their children's activities.  Both Euan and I enjoy running and hiking and we do take the girls out hiking quite often, and sometimes running when they show and interest.  But are they only interested in running because we do it?

What other interests have we encouraged them to do, because we ourselves like them?  We both love reading and words, and are qualified teachers of English as a foreign language. Words are a big part of our lives, and as such we spend a lot of time sharing that with our girls, who now both love reading themselves and can escape into their own books!  We have certainly fostered this love, but would it have developed without our strong interest?

Another example is supporting particular sports teams.  Do your kids support the same team you do?  If they do, is part of the reason because they get to spend more time with you watching that team play? or perhaps to be 'just like Dad/Mum'?  We watch and follow AFL (Australian Rules Football) We both support different teams, and have taken the girls to see a couple of matches.  They aren't that interested in the sport, but we do have matches on TV every week in the footy season so it is a part of their lives, and as such the girls have both picked their own teams to support - completely different to both of ours!


And, does all this change with age?  I was speaking to one of our daughter's swim coaches recently. Her kids have recently given up swimming after doing it for several years, telling her, "Just because you like swimming doesn't mean we have to!"
So is it just that kids often want to emulate their parents when they are younger, but once they begin to mature and develop more of their own individual personality, that's when their own interests become clearer, and perhaps they realise they only played this particular sport, or supported that team because Mum or Dad did or encouraged them too?

I think it's great to encourage your kids to take an interest in what you like, and to share that with them.  Showing an interest in other peoples' lives, even if they are very different to your own,  is an important social skill to have. It helps us broaden our horizons, and may spark a new interest for ourselves.  Your own interests should not be enouraged at the expense of all else - nor forced, although sometimes a little prodding so kids actually try new things is acceptable, and even necessary.

We have the attitude with our kids that they should try things. It doesn't matter if they are good or bad at it, or if they find they enjoy it or not.  What is important is that they do at least try, then they can have a basis upon which to form their own opinion about it.

What sports - or other hobbies do you have that you share with your children, or encourage them to take part in?  Are there things you remember being encouraged or even forced to do by your own parents when you were younger - and do you still do or enjoy them today?

We'd love to hear your opinions and stories, so please do leave a comment!