Child of the universe 10th ed

MOZAMBIQUE Dolphins, Diving, Surfing & Yoga PLAYTIME Educational Toys

GROW YOUR OWN FOOD FOREST Win-Win For kids and schools

LIFE SAVING SKILLS FOR EVERYONE – ITS A MUST! 10TH EDITION 2014

10th EDITION – AUTUMN 2014 CONTENTS WHO IS THE ‘CHILD OF THE UNIVERSE’?

THE MONTESSORI METHOD – back to basics SAMA CONFERENCE NOTES – powerful stuff PLAYTIME – The Importance of ‘play’ CHILL-OUT IN MOZAMBIQUE – a quick trip up the coast TOTAL HEALTH – TOP 2 TOE (middle bits -next issue!)

SAVE A LIFE – do you know what to do in an emergency?

COMPETITIONS & GIVEAWAY’S TEAM CARMEN CHE JARDIM – Owner (too young to edit) VINCENT JARDIM – My Son & Carmen’s Dad - The Motivator LINDA JARDIM NAVON – Editor & Nanna LEIGHTON HOWELLS – UK Correspondent CJ STOTT MATTICKS – Sales & Contributor ARIZONA QUINN – Writer, Researcher & Admin MEGAN ARNOLD NICHOLAS – Autumn Cover girl EDITORS LETTER Hello Beautiful People At the end of last month I had the privilege of attending the SAMACON hosted at the Indaba Hotel – wow, imagine a few hundred joyful eager people, all with the Montessori passion.

Wow... big WOW! This edition focuses on LIFE – how to save a life and how to lead a playful, healthy life. The content is relevant to ‘conscious’ parents & educators, readers who are aware of their social and educational responsibilities.

Enjoy the mag & please send in your stories and suggestions.

After all - this is your magazine.

You are a Child of the Universe!

Namaste, Linda & Team

Child of the Universe was launched in 2012 to Montessori parents and schools in South Africa.

The mag has attracted attention from many parts of Africa as well as international countries.

We believe in the ‘FIRST DO NO HARM’ principle and our content is selected accordingly. Our focus is on ‘Holistic Lifestyle and Conscious Parenting’.

Ideally, we would love to see the Montessori Community ‘pulling together’ and growing so that our children can start and finish their schooling within the framework of Maria Montessori’s principles and values.

Montessori Parents also need to complete the learning circle in the home environment.

Healthy Happy Parents = Healthy Well-Balanced Children. These little independent individuals are our future! Cherish them.

From first hand experience with my own son, who was a Montessori Academy student, I am passionate about supporting and promoting this teaching method. I still maintain that you can spot a Montessori child amongst a crowd of children.

Child of the Universe is YOUR magazine, and we invite and encourage your input. Let us know what topics and issues you would like us to address in our future editions. We welcome your own articles too.

There will be many competitions with prizes for schools, students and parents. We need your assistance to include your schools’ parents.

We are happy to email them directly, as we do with quite a lot of the schools, alternatively you would need to forward to your parents.

The magazine is free and distributed directly into the hands of the readers onto their digital platforms of choice.

We have a website and Facebook page, which you are encouraged to utilise. A listing of all Montessori schools is about to be added to it.

I look forward to having the opportunity to visit as many of your schools as possible at some point.

Maybe whilst I am doing my own Montessori teacher training and need practical experience.

I may be a Nanna already, but never say you are too old to start a new adventure. Maria Montessori is an inspiration, look how long she taught!

Warm regards & happy smiles Linda Navon EDITOR

Carmen ChĂŠ Jardim

OWNER (my 2-year-old grand daughter/The Boss) Click through to our website to view all editions to date... and please pass on to your schools’ parents.

Enjoy! www.childoftheuniverse.co.za

PROFILE

Maria Montessori Maria Montessori, founder of the Montessori Philosophy, was born in 1870 and became Italy's first woman medical doctor in 1896.

Her special interest was in children and this led her to study the works of physicians such as Jean-Marc Gaspard Itard who worked at a Paris institution for deaf mutes.

Dr. Montessori believed that observation was just as important in education as in the treatment of the sick, and that the mind developed through the actions of the senses.

She pursued this belief by experiments with the mentally defective.

In 1900 Dr. Montessori became the director of a practice demonstration school, established by the National League for Retarded Children. With 22 students, she now had her first chance to make use of Itard's sensory teaching materials and modify them to her own use. She designed and had

manufactured a set of teaching materials based on his principles.

Through methodical observations of the children and their individual needs, she worked out the best means suited to teach them. Those children who had previously been abandoned as incapable of learning to function productively began showing the ability to care for themselves. When these retarded children passed exams on a level with 'normal' children, she began questioning the calibre of 'normal' education.

Dr. Montessori was so successful in her work with these children that she was now regarded as an educator rather than a physician. Realising that great results could be obtained by applying these theories to the teaching of normal children, she left her work with the retarded.

In January 1907, Dr. Montessori opened the first Casa di Bambini in the San Lorenzo slums of Rome. When the building was offered to Dr. Montessori, the owners hoped that she would provide a place where the children of working mothers could be kept off the streets and thereby reduce vandalism. In the end the children were not only off the streets, they became eager students.

The materials for learning were designed to be self-correcting and the children thrived on the activity involved with learning. In observing these children, Dr. Montessori noticed that after doing a particular activity, the children continued working with it over and over again, rather than putting it away. They seemed to work for the sake of working, not for reward. She also introduced reading and writing to these children of illiterate parents. This project marked a turning point in Maria Montessori's career and life, and would soon cast her in the role of the world's foremost female educator.

By 1913, there were nearly 100 Montessori schools in America. Currently the United States has three thousand private Montessori Schools and a like number of educational programmes implementing or supplementing with Montessori in their classrooms. The Montessori Method has proven itself both adaptable and beneficial to all socioeconomic levels and specialities within the educational systems.

In 1976, Mrs. Strilli Oppenheimer opened the first Montessori School in South Africa. Today there are numerous Montessori schools throughout South Africa as well as in Botswana, Swaziland, Zimbabwe and Namibia.

Fundamental Principles of Montessori Schools Principle 1 Classes in Montessori Schools are mixed age and non-graded.

Mixed age classes comprise at least three-year groupings corresponding to the Planes of Development: 3–6; 6–9 and 9–12 or 6–12; 12–15 and 15–18 or 12–18.

Mixed-age groups are not correlated to grades, nor are they divided in other ways according to achievement levels or normative standards.

Principle 2 Montessori schools accommodate an extended period of uninterrupted self=chosen activity – a period during which children can choose their own activity and work undisturbed for a minimum of three hours.

Principle 3 Rewards and Punishments are not used in a Montessori environment.

Principle 4 A prepared environment is a critical component of Montessori Pedagogy.



The prepared environment Serves the developmental and pedagogical needs of the children using it;



Supports freedom of movement, speech and association;



Supports free choice of activity;



Facilitates normalization and valorisation;



Includes a full range of Montessori materials appropriate to the age for which it is prepared.

Principle 5 The adults in the Montessori environment exhibit and apply the principles of Montessori pedagogy through: 

A disposition of respect and patience towards the child;



An ability to balance the principle of non-intervention while at the same time not abandoning the child;



Trust in Montessori principles, methodology and pedagogical aims;



Seeing the role of the adult as primarily observer, scientist and interpreter of the environment rather than as a teacher in the conventional sense;



Guiding the child to normalization and development appropriate to each Plane of Development.

Principle 6 Montessori schools develop curriculum guidelines which conform to the vision of child development and the educative goals outlined by Maria Montessori.

The Montessori Classroom - A Very Montessori Poem A Montessori class is like no other,

Intrinsically motivated,

Calm and peaceful, neutral in color

Independent too,

Amazing materials to challenge the

The power of the absorbent mind

mind,

Soaking up knowledge through and

And countless opportunities to grow

through

and to shine, Maria Montessori is one of a kind, A harmonious tone, where grace and

An acute observer, an intelligent

courtesy are seen,

mind

Children helping, children learning,

She believed in following the child’s

exploring why leaves are green,

lead,

A joyous community where

And giving children the tools to help

independence abounds,

those in need

Learning through the senses, sandpaper letters to learn the

A Montessori class is like no other

sounds,

And a teacher I’m proud to be A role model, a facilitator, a

Learning about the continents,

nurturer, a friend,

working with landforms too,

Guiding them on a journey that I

Learning the parts of an insect,

hope will never end

persevering to tie your shoe, Pushing in your chair, rolling up your

I feel so proud, so honoured and

mat,

blessed

Using the Moveable Alphabet to spell

To help each child achieve their best

the word, ‘c-a-t’

To instil in them a love for life,

An environment where children work at their own pace, Discovering, exploring, no pressure to win the race, A philosophy that helps children be all they can be, Guiding their learning by following their lead,

A passion for learning and a zest for life

Learning Tools South Africa is a niche company that imports and supplies educational resources and educational games to teachers and parents.

Our high quality, award-winning and affordable educational products are designed for young children between the ages of 4 and 12. By focusing on three fundamental learning areas – Literacy, Numeracy and Science – our products develop essential language and number skills in the pre-school, junior school and middle-school years.

Learning Tools South Africa also provides teaching resources that aid in social and emotional development, as well as a range of classroom essentials that assist in the management of a busy classroom.

Founded by Sarah Heurlin, a Foundation Phase teacher, Learning Tools imports resources suited for children aged 4 to 12.

Our products are available on our website

www.learningtools.co.za

Early Child Smart Material is based in Pretoria. We hand make material to order, and if you want specific customised material, we will endeavour to meet your requirements. We also repair existing material if possible. Made with lots of love and care.

Contact Emails anthea@kid-ease.co.za ellie@kid-ease.co.za

Contact Number: Anthea: 011 574 5739 / 084 777 6655 Ellie: 011 574 5704 / 079 928 7806

www.kid-ease.co.za

 Children Living in the Red Zone: Nikki Bush  The Impact of Visual Media on Children’s Development: Ann Epstein. Ph.D  Teacher perceptions of Family Priorities & Concerns: Ann Epstein, Ph.D  Yoga – Benefits for the Whole Child  Accommodations for Young Children who have Challenging Behaviours  The Bells – Music is every child’s birthright  Nonyane  Reading Workshop with Jo Allais  Settling New Children by Jane Cope

CHILDREN LIVING IN THE RED ZONE© Children of all ages are suffering from burnout, something that only used to afflict top level executives, and it’s starting as early as preschool. What are we doing? Are our children living in the red zone called overload? If your child has no time for play dates with friends and you no longer have time to play games with each other, then you are living in the red zone. Get out, as quickly as you can!

Overload or stress gets in the way of learning. Parents can help their children reduce the overload on their systems by avoiding the following common parenting traps: PARENTING TRAPS 1. Everyone else & everyone else’s mother 2. It’s not my problem 3. But I’m paying for it!

4. Proof of learning 5. Over-scheduled 6. Perpetual happiness 7. Over-exposure 8. Parenting extremes 9. Screen vs playtime 10. Busyness = success The Red Zone is part of our daily reality and we will find ourselves and our children there on a regular basis, whether we like it or not. The key is firstly, knowing when you are in the Red Zone, and secondly, understanding how to diffuse its negative effects. Learning how to Reset to Zero is an essential parenting skill moving forward. Here are 10 practical ways parents can Reset to Zero.

RESET TO ZERO 1. Take care of you 2. Take a long term view when making choices 3. Build a support network 4. Be the boss 5. Keep it regular 6. Manage technology 7. Limit choices 8. Have a plan B 9. Share time, space and pace 10. Marinade them in love For more information, email me at nikki@nikkibush.com or visit www.nikkibush.com or www.toytalk.co.za .

_________________________________________________________________________________ Tel: +27 11 462 1828 • Cell: +27 83 265 5754 • nikki@nikkibush.com www.nikkibush.com • www.toytalk.co.za • www.brightideasoutfit.com

The Impact of Visual Media on Children’s Development Ann Epstein, Ph.D. New Ways of Learning and Thinking Learning with today’s technology  Apps for smart phones and iPads  Digital stories  Old fashioned PowerPoints  Interactive web sites How Do Young Children Learn?

Cognitive processing steps  Focus attention  Activate background knowledge  Create meaning  Retain new information  Apply new understanding How Well Do Children Learn Using Current Technology?

Do the following steps occur when children are using iPhones and iPad apps, interactive websites, and PowerPoints?  Attention, focus and engagement? o Yes  Hands-on exploration and discovery? o Yes and No  Explanation of new concepts? o Yes and No  Application of new information? o Yes and No Prevalence of Media Exposure  On average U.S. children under the age 6yrs, watch 28 hours of TV per week…but…  They spend almost 6 hours/day with some type of media o Cell phones, iPads, DVDs, computer games “Children spend more time with media than any other activity, except for sleeping.” (Children Now, 2008) Media Effects on Emotional Development  Girls (2nd – 6th gr) learned more about emotions than boys o Content: favorite TV shows, both educational and entertainment o Girls felt more connected to characters and story lines  Researchers reviewed learning when humorous sub-plot was added vs learning with “straight” content o Two groups: K – 2nd gr, 3rd – 5th gr o Younger group did not understand subplot, older group understood but learned less Media Effects on Emotional Development  Empathy in TV/DVD episodes o Preschoolers recognize emotion but do not always connect with character o 8 and up do connect, particularly with same-sex characters and if content is realistic to child o No studies yet of long-term effects  Most preschoolers and elementary age children have experienced “fright” reactions to media  College students reported continued sleep & eating disruptions from frightful shows  36% avoided similar events  The younger the child at time of exposure, the longer the fear lasted.

Scary News & Violent TV  Catastrophic event: more upsetting for 8 – 12 year-olds  Increases fear and anxiety  70% of children’s shows contain violence; average of 14 events/hour  Cultivation Theory: heavy TV watchers perceive world to be same as what they view  Data: correlational, not causal  No long-term experimental studies

Media and Pro-Social Behavior  Altruism occurs less often (4/hour) than aggression (14/hour) in children’s programming  Children more likely to be helpful (to peer struggling with art project) after viewing pro-social Mr. Rogers episode  Moral lessons: not understood by preschoolers  Some evidence that social interaction increases after watching pro-social programs  Helping behavior easier to demonstrate than cooperative behavior o Stronger effects for children age 7 and older  Stronger effects for children from higher SES backgrounds What are the positive impacts of technology on learning? Enhanced…  Vocabulary development  Letter recognition  Letter/sound association  Numeracy  Quantity/symbol association  Basic concepts (colours, shapes, sizes)  Story elements  Math facts  Math operations  Persistence  Helpfulness  Conflict resolution  Generosity  Empathy  Respect  Responsibility  Caring  Creativity What are the negative impacts of technology on learning? Weakened…  Critical thinking skills o Analysis o Synthesis o Comparing/contrasting  Evaluating o Applying  Motor skills  Play skills  Creativity  Social/emotional skills o Empathy o Kindness o Cooperation  Overall health o Appropriate weight o Energy level Summary and Recommendations  More negative than positive effects o American Academy of Pediatrics: no screen time for children under age 2 o 1 to 2 hours/day of electronic entertainment for ages 2 and up  Teachers: assist parents by o Sharing facts o Recommending appropriate shows o Suggesting family activities  Encouraging family meals & bedtime stories

What Would Dr. Montessori Do?  Follow the child  Use scientific observation  Respect each child’s ability to explore and learn  Provide opportunities to enhance order, concentration, coordination and independence Where could technology fit in our environments?  IPad, iPhone Applications o Math, language, social studies, science, art, music  Digital Stories o Cross-curricular projects: forests, farms  Teacher-made PowerPoints o Language: extension with children’s literature  Research: geography, art, science, social studies o Google earth, virtual tours, internet searches PowerPoint Extensions Language: Writing Friendly Letters  Provide examples of friendly letters  Read “I Wanna Iguana” (Karen Orloff)  Create short PowerPoint with directions for writing a friendly letter Your Next Steps  What are goals and priorities?  What resources are available? o Faculty support o Family support  What is a realistic time line?  What would you like to start with on Monday?

A Final Thought

“It is necessary that the human personality should be prepared for the unforeseen, not only for the conditions that can be anticipated by prudence and foresight. Nor should it be strictly conditioned by one rigid specialization, but should develop at the same time the power of adapting itself quickly and easily…Education must be very wide and very thorough, and not only in the case of the professional intellectuals, but for all men who are living at a time that is characterized by the progress of science and its technical applications. “ (Montessori, From Childhood to Adolescence, p. 99, 1948) References Special acknowledgement to Mr. Paul Schonfeld, University of Wisconsin – La Crosse Graduate Assistant, for his technological assistance and patience!

Chiong, C. &Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop Epstein, A. & Murphy, M. (June, 2010). Technology ideas for Montessorians, Montessori Leadership, 23 – 27.

Greenblatt, A. (2010, September 24). Impact of internet on thinking. CQ Researcher, 20, 773 – 796. Retrieved from http://library. cqpress.com/cqresearcher.

Netbook Image: blissfullydomestic.com Learning Graphic: http://serc.carleton.edu/images/NAGTWorkshops/careerprep/teaching/learning_by_doi.jpg Sandpaper Letter and Movable Alphabet Apps: http://montessorium.com/ Montessori Image:http://acelebrationofwomen.org/?p=20542http://itunes.apple.com/us/app/intro-to-math-by-montessorium/id381064973?mt=8 Montessori Crossword: http://itunes.apple.com/us/app/montessori-crosswords-teach/id384334005?mt=8 Tree Drawing: http://meghna.solitairenow.com/wp-content/uploads/2010/12/trees-drawing.jpg Fish Drawing:http://www.drawyourworld.com/color.html Blagojevic, B., Chevalier, S., A., Hitchcock, L., Frechette, B., “Young children and computers, storytelling and learning in a digital age”. Teaching Young Children. Vol. 3. No. 5. June/July 2010.

Retrieved January 29, 2011 from: www.naeyc.org/files/tyc/file/TYC_V3N4_Blagojevicexpanded.pdf.

Chiong, C., Shuler, C. (2010). Learning: is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York: The Joan Ganz Cooney Center at Sesame Workshop.

Dando, K. (2010, January 5). “New Research Reveals PreK-12 Educators Increasingly Value and Use Digital Media”. Retrieved February 1, 2011 from http://www.pbs.org/aboutpbs/news/20100105_grunwaldpbs.html Greenblatt, A. (2010, September 24). Impact of the internet on thinking. CQ Researcher, 20, 773-796. Retrieved from http://library.cqpress.com/cqresearcher/ Grunwald, (2010). “Deepening Connections”. Retrieved February 1, 2011, from: http://www.pbs.org/about/media/about/cms_page_media/182/PBS-Grunwald-2011e.pdf Joan Ganz Cooney Center at Sesame Workshop. 2010. Retrieved from http://www.joanganzcooneycenter.org/Staff-63.html Levine, M. “The Itot Challenge: getting young children ready in the jetsonian age”. Huffingtono Post. Retrieved January 29, 2011 from: http://www.huffingtonpost.com/michael-levine/the-itot-challenge-getting_b_8134-7.html Ritchel, M. (2010, November 21). Growing up digital, wired for distraction. The New York Times. Retrieved from: http://www.nytimes.com/2010/11/21/technology/21brain.html

Reading Workshop with Jo Allais Jo will share her knowledge during these workshops on the importance of reading to your children even after they can read themselves.                           

Reading to your child enriches their lives by developing their potential in literacy; vocabulary and helping your child become a life long reader through good books.

Early introduction to reading helps with lifelong academic studies. Reading to your child will greatly improve his/her chance to succeed academically.

A bonding experience will develop between parent and child, which will indirectly open the channels of expressing ones emotions and not suppressing them.

Reading to babies develops the baby's brain.

Reading is associated with love, security and cuddling.

Books and reading become associated with pleasure.

Encourage reading as illustrations are better than photos for small babies.

Beatrix Potter made a point of using one unusual word in each of her books and repeating this word throughout the book.

Nursery rhymes are among the best for younger children.

Nursery rhymes are rich in similes. Children become exposed to sophisticated language. The characters are likely to reappear throughout the rhyme.

Children often get their lowest marks for comprehension. Exposure to nursery rhymes will aid their comprehension abilities.

Nursery rhymes are an introduction and preparation for poetry. POETRY is the highest form of excellent use of English.

Through repetition of nursery rhymes with babies the neurological pathways are being developed in the brain.

Poor vocabularies hold children back in mathematics.

Reading develops imagination and develops ones concentration. One needs to sit quietly and concentrate if you need academic success.

TV encourages lack of concentration.

NO DISNEY BOOKS IN YOUR HOME OR SCHOOL AS THEY ARE FLAT AND BLAND. Always discuss the pictures of a story. An interesting illustration helps stimulate the child's visual discrimination.

Children learn a language through communication.

Listen to CD stories but children still need to hear their parents pronounce the words of a story when reading out aloud.

Reading develops emotional intelligence.

Good literature tells children how similar we are without being consciously told. Whether we from the north or a squatter camp we still people …

CHILDREN ARE MORE AFFECTED BY THE ART IN A BOOK THAN AN ADULT WITH ART IN A GALLERY. Verbs (doing words) must carry an emotion as well e.g. crying from a broken heart, laughing from the pit of ones stomach, running with delight etc.

A truly excellent children's book is never grown out of at all; there are always new shades and layers to be appreciated.

Try and read 20 minutes a day 6 days a week. Read to each child separately at least once or twice a week.

Reading to your child lays the foundation for later formal literacy. Books with dialogue expose children to different types of ways in which books are written.

PLAY TIME IS CREATIVE AND FUN FOR THE WHOLE FAMILY

MONTESSORI MATERIALS Dr. Montessori, in her initial work in 1907 in San Lorenzo, observed that the younger children were intensely attracted to sensory development apparatus. The children used these materials spontaneously, independently, repeatedly and with deep concentration.

They emerged from this spontaneous activity renewed and with a profound sense of inner satisfaction.

"Montessori method is based on the spontaneous activity of the child which is aroused precisely by the interest the child takes in the material."

From this initial discovery, over many years of observation and trial and error, Dr. Montessori and her son Mario, went on to design an entire range of Montessori materials.

In order for the materials to be of optimum benefit they must be presented to the child at the appropriate stage in his or her development by a trained Montessori teacher. The materials then allow the child to engage in self-directed, purposeful activity. The materials are beautiful and enticing and are displayed in an orderly and accessible way.

"All the apparatus must be meticulously in order, beautiful and shiny, in perfect condition. Nothing must be missing, so that to the child it always seems new, complete and ready for use."

Montessori At Home! will show you how to put together excellent home learning materials that will hold your children’s attention, and teach them better than any expensively packaged, overpriced plastic toys. Through play, young children need experiences that will help them develop:    

Muscle control and co-ordination Strong brain architecture A confident, positive self image Real-world critical thinking, logic, maths, reading and science skills.

www.montessoriathomebook.com

Teacher Perceptions of Family Priorities and Concerns Ann Epstein, Ph.D. Research Question Do early childhood teachers’ perceptions of family priorities and stressors align with parents’ actual statements of their priorities and stressors?

Current Research  





Teacher-family alliance is essential (NAEYC, 2010) Communication (both verbal and non-verbal) in early childhood centers can lead to misunderstandings regarding priorities (Reedy & McGrath, 2010) Stressors abound o financial hardships (Kochan, 2010) o guiding children’s behaviors (Waldfogel, 2010) o cultural and linguistic diversity (Eberly, Joshi, & Konzal, 2007) o family member difficulties (Boger et. al., 2008) Scant research on current family priorities

Key Survey Questions Please rank order the following list of families’ priorities for their young children.

1.

2.

3.

4.

5.

6.

7.

learning to behave appropriately making academic progress making friends learning to be kind making sure children have adequate materials (toys, clothing, food, housing, etc.) having opportunities to express individual creativity learning to be respectful

Family Priorities (Average Incomes) Teacher Predictions top 1. Providing adequate materials

2. Learning to behave bottom 6. Learning to be respectful

7. Creative expression

Actual Family Ratings

top 1. Learning to behave

2. Providing adequate materials (bi-modal)/learning to be kind 3. Creative expression (bi-modal) bottom 6. Providing adequate materials (bi-modal)/

supporting academic progress 7. Creative expression (bi-modal)

Family Stressors Please rank order the following list of family stressors.

1. economic challenges 2. academic performance expectations 3. behavioral expectations 4. not enough time 5. adjusting to a different culture and/or language 6. family challenges (for example, marital problems, extended family issues, etc)

Family Stressors (Average Income) Teacher Predictions

Actual Family Ratings

Top 1. Economic challenges 2. Family challenges 3. Not enough time Bottom 5. Academic performance expectations 6. Adjusting to a different culture

Top 1. Not enough time 2. Economic challenges 3. Behavioral expectations Bottom 5. Family challenges 6. Adjusting to a different culture

Family Priorities (Low Incomes) Teacher Predictions

Actual Family Ratings

Top 1. Providing adequate materials 2. Guiding children’s behaviors Bottom 7. Nurturing creativity

Top 1. Assisting children to be respectful 2. Guiding children’s behaviors Bottom 6. Nurturing creativity 7. Providing adequate materials

Family Stressors (Low Incomes) Teacher Predictions

Actual Family Ratings

Top/most stressful 1. Economic challenges 2. Family challenges

Top/most stressful 1. Economic challenges 2. Guiding children’s behaviors 3. Helping children learn beginning concepts Bottom/least stressful 5. Finding quality time/family challenges 6. Cultural adjustment

Bottom/least stressful 5. Cultural adjustment 6. Helping children learn beginning concepts

Areas of Agreement Average Incomes

Low Incomes

Priorities

Priorities

-

Providing adequate materials (top)

-

Guiding children’s behaviors (top)

-

Economic challenges (top)

-

Economic challenges (top)

Guiding children’s behaviors (top) Stressors

Adjusting to another culture (bottom)

Creative expression (bottom) Stressors

Adjusting to another culture (bottom)

Areas of Non-Alignment Average Incomes

Low Incomes

Priorities

Priorities

-

-

Creative expression (bi-modal)

-

Providing adequate resources (bi-modal) Stressors

-

Family challenges (top for teachers, bottom for families)

-

Behavioral expectations (top for families, middle for teachers)

Providing adequate resources (bottom for families, top by teachers)

-

Assisting children to be respectful (top for families, middle for teachers) Stressors

-

Helping children learn beginning concepts (top for families, bottom for teachers) Family challenges (top for teachers, bottom for families)

Focus Group Findings   

Communication is essential Families appreciate on-going notes, phone calls, texts, social events Families do not like to be told how to parent “Parent education” gives the impression that there is something wrong with the way parents are already conducting themselves….perhaps rewording this to "parent support" would be a more suitable approach.” (member check parent)

Communication is essential Advice to new teachers from veteran administrator “The other thing that’s really, really, really important, especially in my role (as administrator) more than anybody’s is, if I was to say three things they need to do: listen, listen, listen!”

Respect, Communication, Trust “I do believe that if problems develop with children, it is easier to meet and resolve the issue If there is a respect for the teacher (and I assume, respect for the parents).

For me, respect is gained from the relationship the teacher has with my children and how they interact together…. . If there is a strong effort made by the teacher, it is much easier for me as a parent to trust what the teacher has to say and be "fully on board" with whatever plan is in place to resolve the issue.” (member check parent)

Implications for Early Childhood Professionals    

Communicate respectfully o Aim to build trusting partnerships Emphasize importance of partnering with all families to understand each set of individual priorities and stressors o Be careful of making assumptions!

Connect families with community resources (when applicable) Be ready to provide respectful assistance o Guiding behaviors o Learning concepts

A few references Boger, K. D., Tompson, M.C., Briggs-Gowan, M.J., Pavlis, L.E. & Carter, A.S. Parental expressed emotion toward children: Prediction from early family functioning. (2008). Journal of Family Psychology, 22(5), 784-788.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.

Eberly, J. L., Joshi, A. & Konzal, J. (2007). Communicating with families across cultures: An investigation of teacher perceptions and practices. The School Community Journal, 17(2), 7 – 26.

Kochan, T. A. (2010). Will workers benefit from this economic recovery? Work & Occupations, 37(1), 37-44.

National Association for the Education of Young Children. (2010). NAEYC standards for initial & advanced early childhood professional preparation programs. Washington, DC: NAEYC. Reedy, C. & McGrath, W. (2010). Can you hear me now? Staff-parent communication in child care centers Early Child Development and Care (180)3, 347–357.

Waldfogel, J., Craigie, T., & Brooks-Gunn, J. (2010). Fragile families and child wellbeing. Future of Children, 20(2), 87-112.

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My Size Insides Learn the names of your organs and understand the roles they play inside your body. Strap the felt bands onto the child and position the illustrated organs in their proper place. Children will develop their scientific language, and gain a better understanding of the human body.

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Settling New Children – Jane Cope Settling a child into an infant toddler community or preschool can be fairly traumatic for all concerned, least of all the child. Taking children in one at a time is ideal with a space of one or two days before the next new child if possible. Assign one adult who will be consistently in the classroom to consciously bond with the child. If the care giver is relaxed and shows confidence in the staff the child will absorb this. However there will still probably be tears when it comes to separation. Both the child and the parents can be quite tearful and may need support. Allowing the parents to phone the school to check on their little one and assuring them you will phone if the child is not coping does allay some fears.

Keep the child close to the bonding adult, talk or sing to the child, distract them as much as possible. If the child is quite beside themselves and not coping phone the parent and ask they to fetch the little one, and ask them to bring the child again the next day and try for a little longer. For the first week ask the parent to start with short days of only an hour or two and to gradually lengthen the amount of time the child stays at school, until by the Friday the child should be staying for the whole program.

From 9 months on, attachments become formed and separation becomes very difficult for the child. The two year old who is just beginning to make sense of his world and develop a frame of reference is particularly perturbed by changes in his/ her routine and frame of reference. Time means very little to young children, events can make sense if they correlate to the child’s recent experiences. Once the child experiences the parent leaving, some interesting and happy moments/events and then the reappearance of the parent, repeatedly for a few days the child sees a predictable and pleasing pattern, and can relax and begin to enjoy their infant toddler/nursery or preschool experience.

Creating social events or opportunities for the children’s parents, siblings and extended family will go a long way not only to support the child’s integration but to actually settle the rest of the family into their new community as well.

Annual events like class socials/picnic evenings/braai’s at the beginning of the calendar year, fun days, parent information evenings, Grandparents/special friends tea parties or open mornings and concerts should be well advertised. Use your one on one parent review times to really connect with your parents and give them feedback about their very unique child. Reports are also a very good method of communication that shows the depth of your understanding and connection to their child. If all your class reports look the same and could be applied to any child in the class – revaluate your record keeping.

Being part of a community is about feeling as if you have come home – our schools should be exactly that for our children and their families.

PHONE: (011) 805-3449 Mobile: 082 644 6965 Email : sales@montessorisupplier.co.za www.montessorisupplier.co.za

THE BELLS

Music is every child's birthright “Sibongile Khumalo” The bells are a Montessori material is often underutilised in many classrooms. The reason for this is usually the fear many of us have around music. We believe that only a chosen few can 'do' music. Yet, music really describes the human race. Babies sing non-stop, without being taught.

Every nation on Earth has music as part of its culture. Many of us do not claim this human heritage. We complain that we are tone deaf, we do not have good voices, we cannot sing in public – the list is endless.

Yet, the most enjoyable songs are the simplest, the ones everyone can sing.

The bells are a sensorial material for the development of pitch. This happens best in an environment that embraces the learning of music. Preparation for their use goes beyond setting up a table with the bells. It goes as far back as the sound cylinders, the silence game, walking on the line, the “I spy” game, and as far as facilitating exposure to all kinds of music, understanding musical concepts, and learning the language of music.

Use of the Voice This awakens interest in music; it is a first hand experience. Young children need to “find their voices” in order to begin to acquire the basic musical skills they need for music understanding.

Use of the voice promotes self-confidence and self-esteem. It helps to overcome inhibitions. It promotes speech development and good pronunciation, and develops social skills.

How can this be supported?

Identify the skills and concepts which will help the child achieve musical independence, always work from the aural to the written, and provide many opportunities for practice (in other words, using the bells).

Choose repertoire, work systemically, encouraging a steady progressive learning process. Get the children to develop musical thinking. Use of the voice demands such thinking better than external instruments.

From the early stages, help the children identify good quality of vocal sound and aim for this (use the bells).

Aural development is reinforced by reading and writing skills. In vocal work, relative pitch concepts lead eventually to work in absolute pitch (use the bell materials).

If the foundations are properly laid, reading from staff notation, choral work and oral advancement follow naturally.

We need to consider carefully the content and process of laying aural foundation to go for the short-term success of unrelated, isolated instances.

Acknowledgement Susan Digby and Michael Stocks: The Voices Foundation

Nonyane d ss l s l s m m mm r d s Nonyane tsa Mokhure di re jela mabele x2 Mokhure o di kube di re jela mabele x2 Di kube sha Di kube sha Di kube sha sha sha Mbongolo Mbongolo mbongolo x2 Ibigqith'aphimbongolo

Accommodations for Young Children Who Have Challenging Behaviours Ann Epstein, Ph.D. Recognize function of inappropriate behaviour   

Escape/avoid: This is too hard, too easy, not interesting, etc.

Gain control: I can’t control myself but I am really trying (or) My life is out of control but I know I will get a certain reaction if I act out.

Gain attention: It is really important for you to pay attention to me.

Effective guidance involves    

Establishing mutual respect Maintaining positive interactions Focusing on the child Encouraging self-control

Discipline involves   

Telling children what NOT to do Administering negative consequences when children misbehave Focusing on the inappropriate behaviour rather than teaching children the appropriate behaviour

Through effective guidance…   

children can learn to make positive choices, learn problem-solving skills, and learn values of respect and responsibility.

Common sense strategies     

Have a clear set of expectations and routines Be consistent Concentrate on shaping positive behavior Structure the environment to support appropriate behaviour Always focus on the behaviour

Positive Guidance…       

Is based on what we know about the child Is based on what we know about child development Is administered with the goal of teaching children self-control and good decision making Offers children choices Leaves children’s self esteem intact Employs natural and logical consequences Offers consequences known and understood by the child

“I have come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

- Haim Ginott

Guidance Talks     

Conversations to support children when they are upset Can be individual or with a small group Goal: assist children in expressing their 1) feelings and 2) their needs Time: Occur throughout the day Location: All learning areas (classroom, playground, eating areas, bathrooms)

Problem Solving     

Have children identify the problem and feelings Re-state the problem Ask each child for ideas for solutions Negotiate until children can agree upon some sort of compromise Reinforce

Peace Table     

Design a quiet, restful area for problem solving.

Teach children 5 step process.

Be sure to provide opportunities for practice!

Assist until children can use 5 steps independently.

Share with families.

Helping children calm themselves     

Help child engage in a calming activity Keep yourself calm Key into source of upsets Use guidance talks Provide outlets o Fidget materials o Deep breaths, deep touches o Quick “errands” o Teach words (“I am calming my body”)

Activities & Materials to Help Children Calm Themselves   

Weighted Items: lap pillows, vests, stuffed animals, back packs Neck warmer with lavender scent Calming work Children observe and/or hold objects o Items: Stress balls; rain sticks; sno-globes; kaleidoscopes; water falls; o class pets: angel fish, hermit crab

Activities & Materials to Help Children Calm Themselves 



Shorten work o Dishwashing o Movable alphabet o 45 layout (decimal system layout) Errands o Note to school director, another teacher, building engineer

Strategies for Children with ADHD (H. Parker, clinical psychologist)            

provide reassurance and encouragement frequently compliment positive behaviour and work product speak softly in non-threatening manner if child shows nervousness review instructions and presentation steps often look for opportunities for child to display leadership role in class conference frequently with parents to learn about child's interests and achievements send positive notes home make time to talk alone with child encourage social interactions with classmates if child is withdrawn or excessively shy reinforce frequently when signs of frustration are noticed look for signs of stress build up and provide encouragement or reduced work load to alleviate pressure and avoid temper outburst provide brief training in anger control: encourage child to walk away; use calming strategies; tell nearby adult if getting angry

Teaching children alternative behaviours “If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…… teach?… ?”

“Why can’t we finish the last sentence as automatically as we do the others?”

–Tom Herner (NASDE President ) Counterpoint 1998, p.2

Teach children alternative behaviours (1) Escaping  Request a break or help  Work time: State their frustration o “I need to choose another work.” o “I can’t finish all of this work.”  Play time: Identify and express feelings o “I’m sad (tired, mad). I don’t want to play anymore.”

(2) Obtaining  Request attention  Ask for a hug  Ask for a turn  Ask for an item  Ask to play

Resources Center on the Social Emotional Foundations of Early Learning (CSEFEL) www.vanderbilt.edu/csefel.

Collaboratingpartners.com http://www.collaboratingpartners.com/social-emotional-competence-resources.php WI Model Early Learning Standards (WMELS) Gartrell, D. (2012). Education for a Civil Society: How guidance teaches young children democratic life skills. Washington, DC: NAEYC National Association for the Education of Young Children (NAEYC.ORG) WI Recognition and Response for Young Children http://ec.dpi.wi.gov/files/sped/pdf/ecspedldr-rti-pyramid.pdf

Competition THIS ONE IS FOR THE SCHOOLS & TEACHERS THE FIRST TEN SCHOOLS WHO SEND ME THEIR CONTACT DETAILS WILL GET A SET OF EDUCATIONAL LACING-UP SHOES. WE ARE DOING A MONTESSORI SURVEY WHICH AIMS AT CLOSING THE GAP BETWEEN PARENTS AND TEACHERS. Email: linda@childoftheuniverse.co.za

SPONSORED BY WOODLIFE, WHO HAVE THESE AMAZING WOODEN BIKES ON SALE RIGHT NOW. THEY ALSO MAKE AND STOCK BEAUTIFUL WOODEN TOYS AND FURNITURE FOR SCHOOLS AND HOMES.

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Article for the SAMA 2014 Conference Publication Yoga – Benefits for the Whole Child Maria Montessori once commented that ‘children are the makers of man’ and that by providing them with a foundation of love and respect, for themselves and the world around them, we help the new generation to create and live harmonious and satisfying futures. As role models, parents and teachers have a duty to plant seeds, teach children how to water them and give them the tools to create their own beautiful gardens.

YogaBeez Children’s Yoga combines traditional yoga with the philosophies of Maria Montessori and other well-respected educators to create classes that exercise, energise, empower, relax and nurture the development of the WHOLE child.

The word yoga translates literally to ‘to join’ or ‘to unite’. The practice of yoga integrates the body with the mind and the mind with the soul, thereby helping us to understand our own nature while learning to live harmoniously with others. It is a mindful, non-competitive exercise, emphasising movement and breathing and the connection of body and mind.

Yoga and Montessori align seamlessly:        

Both focus on exercising, educating and empowering the whole child Both are non-competitive with the emphasis being on the process and not the end result – we encourage children to enjoy the poses without trying to perfect them Just as Montessori aims to build self-esteem, we modify the poses and give children the tools they need to complete them successfully Both work to balance and calm the child Both begin simply and gradually increase in difficulty, moving from the concrete to the abstract Both value movement as vital to the development of the mind There are three parts to a yoga pose: going into the pose, being in the pose and coming out of the pose with control. These correlate with carrying a piece of work from the shelf, using the work and thoughtfully placing the work back on the shelf Just as the Silence Game is a vital ingredient in Montessori classrooms, meditation is introduced to children in yoga classes to help improve awareness and focus

YogaBeez Children’s Yoga incorporates the Montessori curriculum into its classes in order to stimulate all areas of a child’s development in each yoga class.

Personal, social and emotional: We use group and partner poses to encourage social interaction. We always foster a win-win attitude – there are no losers in a yoga class. Just taking part and putting in your best effort is all that’s required. Emotionally we encourage not only interaction with others but also looking within to find your inner silence. Breathing exercises teach children to master their own emotions – breathing out stress, breathing in calm, exhaling anger and inhaling joy. We always teach children to focus on the positive.

Communication, language and literacy: Each yoga class has a theme which we discuss and explore. Through the theme of the class we discover the anatomy of our bodies and learn the proper scientific names for our bones and muscles. We have chats about nutrition and how to live healthily. The children take turns to read visualisations or make up stories during the relaxation period at the end of the class. We bring books to life with yoga, play name games and explore the alphabet through our poses.

Physical development: When moving through the poses, children become more aware of their bodies. They are constantly reminded to listen to their body and observe how it feels. Yoga strengthens, stretches and loosens muscles. Senses are awakened and each pose has a particular balancing effect on the body’s various systems – skeletal, muscular, circulatory, respiratory, digestive, nervous, lymphatic, hormonal etc.

Knowledge and understanding of the world: We use the theme of each class to explore different cultures, languages, foods, instruments and music from different countries. We use the poses to plant seeds in various learning areas so that the children are continuously being exposed to new facts about ecology, science and biology.

Problem solving, reasoning and numeracy: We highlight patterns, sequences, angles, numerical awareness, counting and rhythm while practicing poses.

Creative development: We encourage the imagination and creativity of each child through the use of drawing and colouring meditations. We make models of skeletons, paint interpretations of visualisations and prepare healthy snacks. Music from all over the world is incorporated into the classes through different instruments, rhythms and beats.

Every child, family, parent, teacher and school we engage with is unique. We do not incorporate any religion into our sessions; we simply honour and respect the diversity of beliefs, cultures and traditions. YogaBeez strives to share the countless benefits of yoga with as many children as possible – from all walks of life, all religions and cultures. Accredited teacher training courses are conducted in the United Kingdom, Belgium, France, Greece, Germany, Sweden, Denmark and South Africa.

YOGA A PATH TO HOLISTIC HEALTH

Inner Wellness Studio provides inspiration and expertise to support you in establishing your unique balance in health.

Diego is the founder of Inner Wellness Studio. Diego is a qualified holistic health coach specializing in integrative nutrition, massage therapy, yoga and meditation.

Nalini from thelostusroom works in the field of healing through reiki, reflexology, massage, yoga and ayurveda.

Both Diego and Nalini teach Yoga classes from the Musgrave area.

Classes include alignment based hatha yoga, vinyasa yoga, gentle restorative classes as well as Childrens yoga (Nalini) and Yoga Teacher Training certification (Diego).

Visit the Inner Wellness Studio website for more information or feel free to contact Diego directly for more information about Yoga in the Durban area.

Learn the art of Conscious Cooking.

For course dates, recipes and bookings please refer to our website.

CONTACT: DIEGO BALDI MOBILE: 079 262 3877 MUSGRAVE DURBAN

diego@innerwellnessstudio.com www.innerwellnessstudio.com

A peep at Mozambique

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A journey to Praia do Tofo, Mozambique….a beautiful and affordable destination Written by Cj Situated about 450km north of Maputo, lies the magical, luscious palm tree’d, seaside town of Tofo. The crystal clear waters are home to whale sharks, turtles, manta rays and my personal favourite, dolphins. For this reason it is a haven for divers from all over the globe, and its beautiful beaches, warm waters, tropical climate, relatively untouched countryside and beach villas make it a beach lover’s dream destination. Oh, and did I mention that there are plenty of great surf spots too for the avid or not so avid surfer. In Tofo you will find something to tickle everyone’s fancy.

My mother and I decided to venture to Tofo just after New Year. I was a little strapped for cash and so looked into the backpackers accommodation.

Locals recommended Turtle Cove Lodge and so after doing my homework on the area’s backpacker resorts, I found that they were the best priced and from the look of things online, the resort looked pretty good.

And as an added bonus I saw that they also offer yoga retreats and run year round yoga classes often twice a day on a daily basis.

Styles of yoga include: Kundalini, Jivamukti, Vinyasa and Restorative yoga.

Turtle Cove is situated about 1km back from Tofo Beach, tucked away amidst the lush palm greens. Although they are not on the beach, it is only a 15min walk to all surrounding swimming beaches and I found it was very safe to walk to and fro the beach in the day.

We opted to fly on LAM Airline as we got a really good rate on the days that we booked, R4600 return per person. Yes, driving would have been cheaper, though what does one really need a car for when you can walk everywhere and to honest, I really loved all the walking. We become so accustomed to getting in our car to go everywhere including the café around the corner that we don’t take the time to slow down and really appreciate our surroundings.

Upon arrival at the airport, which is really little more than a house in a clearing amongst the palm trees, we were met by our taxi, arranged through Turtle Cove, which whisked us to the resort. The taxi was essentially a Hiace, but it was in good condition and the driver was very friendly.

We arrived at Turtle Cove after a drive up a bit of a 4x4 section of road up to the lodge (yes their taxi’s manage this road, and a lot of cars, however I wouldn’t have liked to chance my coupe so I was really happy that we flew) The resort really exceeded my expectations, especially the backpacker rooms. They were lovely and clean, 3 beds in each room and my mom and I were lucky enough to get a room with a double and single bed.

The shared restroom with showers was really beautiful, a terracotta rustic building with a roof covering the toilets and showers and the large basin area with an open top to view the stars. The basins area is beautifully designed, with large pottery bowls for basins set in a rustic wood counter top with decorated mirrors above each. (See picture to the right) We made our way to the swimming pool after settling in. It is rumoured to be the coolest swimming pool water in the area as it is undercover. It was lovely. The heat in Mozambique is tangible. (Don’t bother packing any warm clothes in Summer. I understand that winter temps drop to about 20 at night!! Brrrr… ha ha.

The combined reception, bar and restaurant area at Turtle Cove has a really relaxed atmosphere and the food is delicious and well-priced for this part of Mozambique.

On our 3rd day there I attended one of the morning yoga classes which was run by Nelia, wife of owner Nic, and yoga instructor.

The class was held in their specially built yoga studio affectionately known as the Gaia Yoga Temple. The studio holds the spirit of love with an architectural grandeur that is sure to capture the spirit of Yogi travellers. The studio has double volume ceilings, arched windows and multilevel floor space. It is equipped with yoga mats, bolters, yoga straps and blocks.

I felt better than a million bucks after the class, my chi was noticeably restored. I followed the class with a healthy muesli fruit and yoghurt breakfast and chilled with my guitar on one of the comfy rustic couches in the open bar/restaurant area.

My first excursion to the beach was taken the very day we arrived. The beachfront is home to restaurants, dive shops, beach villas, a fancy hotel and a bustling market place where you can barter for local wears and ornaments.

The wide stretch of beach with squeaky white sand, flanked by palm trees, provides a great place to while the hot summer days away. The 1st thing I noticed after the beautiful tropical beach front was the fact that so many

people were trying out their hand at surfing in the warm waters. The waves in Tofo beach are perfect for the learner and accomplished surfer alike.

I was out on a longboard within half an hour – such fun, I even managed to stand once.

Our days were spent on the beach, swimming, and tanning. I took my body board along and so I spent a good portion of my time in the water.

We even ventured out on an ocean snorkelling safari one morning, and though we were not fortunate enough to see any dolphins, mantas or whale sharks, friends of mine got to swim with a pod of dolphins on their safari.

After the 1st 3 nights at Turtle Cove we moved into one of the beautiful chalets to get a feel for these. The chalet contains its own en-suite bathroom and since ours was upstairs we had a balcony too, the downstairs units have a patio. I loved our room and was sad to leave it behind at the end of our stay.

Turtle Cove also offers self-catering accommodation such as the Tree House their luxurious house situated just off Tofo beach, Anastasia, a private luxury house Tofo really is special place, a beautiful rustic paradise. The locals are generally very friendly and welcoming and one really feels at home very quickly. I would definitely recommend it as a prime destination to get back in touch with yourself and nature.

Willem Smuts Blissdance and Inspiration Dance Facilitator Is Hosting a:

Wild Dolphin and Conscious Dancing Retreat With Angie Gullan's Dolphin Centre in Ponta do Oura Mozambique, from 28 May - 1 June '14 We will go out to sea on Friday, Saturday and Sunday mornings to be with the dolphins, and dance on each of these evenings. In the early afternoon the centre will show films of their research and give informational talks. A dinner and lunch is included in the package from Thursday evening to Sunday evening.

We leave Johannesburg on Wednesday 23 May in shared carpools, stay over at the lush casa Mia in Pongola and get a transfer from Kosi Bay border at 3pm on Thursday. We travel back to Johannesburg on Monday, leaving Ponto early in the morning.

Transfer from the Kosi Bay border is also included, as well as the stay over and meal at Casa Mia – for a package price of R5 500!

A 50% deposit is due as soon as possible to secure your space.

Contact Willem Smuts, wjsmuts@gmail.com Mobile: 082 458 1031 Banking Details: Nedbank Campus Square, Cheque account 1581009267.

BRIGHTEN UP – SMILE AND BE COLOURFUL

THERE IS NO AGE LIMIT TO BE A CHILD OF THE UNIVERSE

“Crèche Syndrome” – What is it?

Children actively engage with one another for several hours at a time each day in their respective playgroups, crèches or pre-schools.

Children in such close quarters are exposed to whatever viruses are doing the rounds and for some little ones this means an exhausting and never-ending pattern of illness and poor health.

Since children’s immune systems are still developing to specific pathogens, their little bodies are more susceptible to allergies, viruses and bacteria.

The crèche is a natural breeding ground for shared illnesses, resulting in chronic or severe spells of illnesses and numerous doctor visits each year.

Normal treatment is usually symptomatic and seldom, if ever, addresses the cause, the vulnerable and still developing immune system. Conventional medication, particularly antibiotics, are used which is effective against secondary bacterial infections, but unfortunately also weakens the immune system and makes the child more vulnerable to viral infections and allergies.

Typically, mothers say, “My child has been on his third course of antibiotics this year and I don’t know what to do anymore.”

It would be wise to place your child onto a product like FLUGON that is scientifically developed to help increase your child’s immune system and help to protect against allergic-, viral- and bacterial invasions.

COMPETITION HEY KIDS! DON’T FORGET TO ENTER THE FLUGON COLOURING COMPETITION TO WIN MONEY FOR YOURSELF AND YOUR SCHOOL! DOWNLOAD PIC FROM www.childoftheuniverse.co.za/tarapic

How important is play to your little one?

Consider this. When a child engages in play, whether it's rolling a ball back and forth with a sibling or putting on a costume and imagining she's an astronaut -- she's developing important social skills like learning to take turns, how to cooperate and getting along with others as well as honing her creativity and imagination.

Ever wished you were someone else, even just for a little while? With dress up play, your preschooler can be anyone he likes, from a superhero to the king of the castle.

And while dress up play is an incredibly fun activity for little kids, it's also a very important one, helping them build up their vocabulary as well as their confidence.

Here's how to make the most of it.

Why Dress Up Play is Smart There is a reason why you'll find a box of dress up play clothing in most preschool classrooms. Because preschool teachers know that when kids use their imaginations, they also are working a host of other important academic and emotional muscles.

When your daughter dons "scrubs" (pajamas) and checks her dolls using a "stethoscope" (for my daughter it was a hair ribbon) her mind is going a mile a minute, practicing what she has experienced herself dozens of times. When he's imagining himself as a race car driver, he's actually learning -- not to drive of course - but the actions of sitting in a car, buckling a seat belt and putting the key in the ignition.

And chances are, your child isn't silent when he's playing dress up. If a restaurant is the setting of the moment, they are talking about drinks and food and cooking and the order at table two that they need to take. If she is on the moon, looking for Martians with a colander/space helmet on her head, she's got to figure out where to land her rocket and what color rock the alien is hiding behind. Even if your child is quiet while engaged in dress up play, you can bet that their imagination is going at full tilt.

Role-playing, especially when it happens with other children, encourages taking turns, cooperation and socialization. Children that allow their imaginations to run wild become great problem solvers as adults. Why? Because creative thinking grows with use and practice and while trying to figure out how to rescue dolls from the bad guys doesn't seem like a pressing issue to you, to the superhero child, it's a quandary that has to be figured out immediately.

How to Encourage Dress Up Play First, make sure you have plenty of supplies (see list below). Keep everything handy and in a central location. And then get talking. Ask your child what he wants to be when he grows up or what would she do if she were Dora the Explorer. Encourage her to act it out, drawing out details. Don some of the clothing yourself. Most preschoolers won't need too much encouragement, their natural creative streaks will kick in.

Gather Your Garb Store-bought-costumes are great for dress up play. They feature some of your preschooler's favourite characters like Disney Princesses or Yo Gabba Gabba's Plex.

They can act out scenarios using familiar settings and even sing songs they see on television or read in books. But don't discount the appeal of using items from your own home as dress up play materials. Mom's old dresses, dad's shoes and ties are all great fodder for the imagination. But just about anything works. Check your closet or local thrift shop for: 

towels (attach to a shirt to make a cape)  glasses with the lenses removed  costume jewellery  plastic colander (makes a good hat or helmet)  belts  pocketbooks  emptied perfume bottles  shawls  gloves (the longer, the better)  old bags like briefcases and small luggage  aprons  hospital scrubs  tutus or dance costumes  hats The list is never-ending and ever changing, so update and add, as you like. Gather everything together, wash it if you need to and keep it in a central location, maybe in an old trunk or suitcase. Keep it in the playroom or your child’s room for easy access.

The best part about open-ended play is that their is no right or wrong. Just fun.

S H I N E

THE NATURAL ALTERNATIVE TO SCHEDULED DRUGS FOR ADD/ADHD Desperate cries for help come from parents who have children with learning problems at school. An article in a Cape newspaper, entitled: Ritalin - the right or wrong choice... sparked off a dilemma that faces parents and teachers on a daily basis. Child behaviour is an area of medicine that is fast becoming a sophisticated channel for drug abuse. Some of the youngest consumers of schedule 7 amphetamines like Ritalin are only four and a half years old! In other words, a drug with the same properties as the illegal street drug known as speed is now an acceptable "medication" for young children?

(Ed’s note: do your child and yourself a favour... don’t opt for the prescription route, take a good look at all the natural remedies available. 15 years ago I made the mistake of taking the school’s & doctors advice and put my son on Ritalin... this was the start of MANY problems including drug abuse!)

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Snappi® PROUDLY Presents the Snappi® Baby Chair!

Babies come in all shapes and sizes! The Snappi® Baby Chair was designed out of necessity. Snappi® realised that there was a need in the marketplace for a floor sitter, which offered optimum comfort, convenience and flexibility – a chair that would conform to baby’s unique shape and still offer the correct pelvic support.

The Snappi® Baby Chair has a flexible inner lining, which moulds to baby’s shape, allowing your child to find the most comfortable position to suit him / her, whilst simultaneously offering the correct support for developing their pelvic muscles and little backs.

Sitting on his/her own is going to be your baby’s first taste of independence, one that you want him/her to experience in absolute comfort. This is why the Snappi® Baby Chair is a necessity when it comes to your baby exploring his / her newfound perspective on the world.

While sound, touch, smell and taste all play a cardinal role in baby’s development; it’s the baby’s ability to see what is going on around him / her, which may have the most positive effect on the baby’s nervous system.

Babies love to observe what is going on around them. Making use of the Snappi® Baby Chair allows your baby to view the world from a snug, comfortable position, making interaction between parent and child easier, and allowing baby to explore freely with his / her hands.

Once baby’s neck and back muscles are strong enough to hold him / her upright you can use the Snappi® Baby Chair to enable your child to sit unassisted. It will be simply a matter of time before he / she moves on to the milestones of crawling, standing up and walking.

The Snappi® Baby Chair is perfect for allowing mothers the use of both hands during feeding and playtime, whilst simultaneously allowing baby to have improved breathing control and digestion. The Snappi® Baby Chair is also great for assisting with babies who struggle with reflux and need to be upright after feeding. The length of time that baby spends in the Snappi® Baby Chair is however entirely at the parents’ discretion.

For further product information, visit our website at www.snappi.co.za 1

2

Get your Food Forest now and learn from nature; I recall an article in the Farmer’s Weekly about a farm in Namibia. In the before pictures it was vegetated by karroid scrub and used for cattle ranching. When the farmer replaced the cattle with gemsbok the vegetation changed to grassland within two years. This is an example of how ecosystems respond to the inadvertent impacts of higher forms of sentient life to increase their ability to support them.

Another example is that Johannesburg became the world’s biggest man made forest. While we have hands and not hooves and a bigger brain than the gemsbok we should not forget that Mother Nature responds benevolently and intelligently to our impacts. We should use our brains to discern how nature is trying to help us and work in partnership with her. Gaia responds benevolently to this information.

The human impacts to which Mother Nature can respond benevolently are: 1. Our storm water runoff 2. Our grey water 3. The seeds and cuttings in our kitchen waste 4. The sweat from our bodies 5. All of our biodegradable wastes Negative natural responses mean that humanity has lost its sentience and become more like the orkes in Tolkien’s ‘Lord of the Rings’. This may require intervention from outer space.

Straightway he begins to rescue the tree fell from misappropriation Although a food forest ecosystem can work with little attention, it can produce more if it is managed. A walapini, a greenhouse designed to use the fact that sub-soil temperature stays the same throughout the year by being sunk into the ground, expands the productive potential.

Food Forestry Course outline Registration

Jacques@PositiveCycle.co.za www.PositiveCycle.co.za

The benefits of eating a plant based diet Nicole Sacks, consulting dietician for

A new study published on 6 March 2014 in

Pouyoukas, explains why there has always

the journal Cell Metabolism explains that low

been loads of hype in the media about eating

protein intake is associated with a major

protein. “This mindset dates back to the

reduction in IGF-1 (insulin like growth factor

years of the war, when meat, eggs and dairy

1), cancer and overall mortality in the 65 and

were rationed and people were not getting

younger population. This study followed over

enough protein”.

6 318 people for 20 years and showed that eating a diet that is higher than 20% protein is

“Then came Dr Atkins and his revolutionary diet that said you could eat as much animal protein and fat as you wanted so long as you

as deadly as smoking 20 cigarettes a day.

This is however only true until age 65, after which more protein is recommended.

did not eat any form of carbohydrates with it.

Men especially loved this – they could have

Crucially, the researchers found that plant-

platefuls of steak, eggs and bacon and lose

based proteins, such as those from beans,

weight. Now we have Professor Tim Noakes

did not seem to have the same mortality

saying pretty much the same thing. Animal

effects as animal proteins. Valter Longo one

protein and animal fat can and should be

of the researchers stated, "Almost everyone

eaten in large quantities – just stay far away

is going to have a cancer cell or pre-cancer

from any form of carbohydrate including fruit

cell in them at some point. The question is:

and most vegetables with it.”

Does it progress?" Longo said. "Turns out one of the major factors in determining if it

“Fortunately, there are many renowned

does - is protein intake."

doctors who are saying just the opposite and who have the evidence to back up their

Nicole says people should make up their own

claims,” explains Nicole. “One of the main

minds about what they put in their body and

advocates of a plant based diet is Dr Dean

find a diet that suits them and is sustainable,

Ornish who has shown that he can actually

but they should have all the facts before they

reverse heart disease by cutting out all meat,

do this.

chicken, fish, eggs and dairy products. A talk

by Christina Warinner (an archaeologist) called Debunking the paleo diet explains how traces of barley and corn found in cavemen confirm we were not meant for large scale meat eating. She says at most we caught a rabbit or turtle.”

Pouyoukas Foods are of the highest quality, carefully selected from around the world.

From seeds and legumes to essential flours and snack products, Pouyoukas products are the perfect addition to any pantry. For more information, recipes and cooking tips, visit the Pouyoukas website: www.pouyoukas.co.za

5 Bean minestrone soup Ingredients 800 g Pouyoukas 5 bean mix pre-soaked and cooked 2 Tbs olive oil 2 onions peeled and chopped 2 medium carrots peeled and chopped 1 celery stick chopped 1 bay leaf 2 Tbs tomato puree 150 g cherry tomatoes halved 600 ml to 800 ml prepared chicken or vegetable stock 75 g spaghetti broken into small pieces Salt and pepper to taste Method Heat olive oil in a large pot. Add onions, carrots celery, salt and pepper. Stir frequently over a medium to high heat until vegetables begin to soften. Add bay leaf and tomato puree and cook for another minute. Add in beans, cherry tomatoes and stock and bring to a simmer.

Add spaghetti and cover for 10 minutes. Add salt and pepper as desired. Serve with grated parmesan and warm crusty bread.

YUM

Celebrate Father’s Day with a delicious and healthy treat (Ed’s note: this gives you a few weeks to perfect your pancakes)

Father’s Day falls on Sunday June 15 2014 and is a great opportunity to acknowledge the contribution that fathers have made to their children. We all know that the way to a man’s heart is through his stomach so why not treat dad to delicious and healthy pancakes in bed. This Pouyoukas Easy Does It recipe is a perfect start on this special day. It is easy to make and healthy. After all, we still need to look after dad’s health.

Health pancakes 1 large ripe banana or 2 small bananas 2 large eggs 1/3 cup Pouyoukas whole rolled oats 3 Tbs plain yoghurt ½ tsp vanilla essence ½ tsp baking soda Oil for frying Method Mash the banana in a bowl, add all of the ingredients and mix well together.

Heat a little oil in a pan and add 1½ Tbs batter per pancake, then use the back of the spoon to even out the batter.

Turn heat down to medium/low.

Cook pancakes both sides until golden.

Serve with fresh fruit, yoghurt and nuts.

Add syrup (only because it’s Father’s Day).

About Pouyoukas Foods: Pouyoukas Foods are of the highest quality, carefully selected from around the world. From seeds and legumes to essential flours and snack products, Pouyoukas products are the perfect addition to any pantry. Visit the Pouyoukas website at www.pouyoukas.co.za.

1. Eat whole foods. Today’s heavily processed convenience foods are loaded with artificial colors and flavors, preservatives, salt, sugar, and more. Whole, fresh foods are far healthier. Eating organic will help you avoid pesticides, hormones and antibiotics in meats and dairy products, and limit your exposure to GMOs (genetically modified organisms). Artificial, processed foods and chemicals depress your immune system. If your body is working to battle these constant exposures, it is less able to take on the cold and flu bugs effectively!

2. Stay Hydrated. Adequate fluid intake is not only important to prevent dehydration, but it also helps to thin nasal secretions, and helps flush the body as a whole. These are essential during the cold season.

3. Sleep. It may go without saying, but a sick body has to work overtime and can use extra rest. Young children may fight against the natural urge for extra sleep, so keep your child’s bedroom dark and peaceful to help encourage rest, and be sure to keep sleep on your own priority list!

4. Try homeopathic remedies. Do your research before investing in alternative remedies – every individual has different needs and many of us have found supplements or remedies that work well for us or for our children. In our house, I always keep Oscillococcum™ on hand throughout the season, as well as a variety of single remedies for cold and flu symptoms.5. Turn up the heat. I don’t mean the thermostat, I mean steam and hot beverages. Hot beverages like tea and even hot water with lemon and honey are naturally soothing to sore throats and help with congestion, too. (Consult your healthcare provider before trying herbal teas other than chamomile, as not all herbal teas are safe for children, and do not give honey to children younger than 1.) Another helpful healing tactic is to take a steam bath by sitting in the bathroom with the shower turned on as hot as it can

go. (To prevent accidents, young children should be supervised during steam baths.)

6. Look to nature. Nature provides a wealth of resources for all of your winter issues. Fennel seed steeped in hot water is great for nausea, as is fresh ginger. A few drops of eucalyptus oil in a vaporizer or steamer helps with lung congestion.

The many ways we can harness the power of nature for healing goes on and on.

7. Let a fever do its job. A fever is your body’s way of battling viruses – germs just don’t survive and thrive as well in hotter temperatures. The heat also helps blood circulate faster which helps germ-killing proteins reach their targets more effectively. If your child is comfortable with a mild fever, letting it do its thing can actually speed-up the recovery process.

8. Get some expert advice. Some of my favorite go-to guides are Homeopathic Medicine for Children and Infants by Dana Ullman and Treatment Alternatives for Children by Dr. Larry Rosen and Jeff Cohen.

By Holistic Moms www.holisticmoms.org

First aid: the basics First aid is the immediate care given to someone with an injury or sudden illness until this is resolved or care that is more advanced reaches him or her. It ranges from putting a plaster on a cut to performing CPR. First aid procedures are generally simple, but also essential: they can mean saving a life.

The fundamental aims of first aid are:  Preserve life (including the first aider's, who should never endanger his own life)  Prevent further injury  Promote recovery The following steps aim to keep an ill or injured person alive and protected from further harm while waiting for emergency medical services: H H H ABC It's difficult to remember what to do in an emergency situation, so first aiders learn this simple routine: H H H ABC H: Hazards H: Hello H: Help A: Airway B: Breathing C: Circulation H: Hazards Ask yourself: Are there any life-threatening dangers to you or the person? If so, manage them, or move yourself and him out of harm's way.

Wear disposable latex gloves to prevent contact with body fluids. Also, unless the person is a family member, during resuscitation it's best to use a pocket mask which covers the mouth and nose.

H: Hello Is the person awake or unconscious? Ask loudly: Are you OK? If no response, tap the shoulder. In the case of a baby, tap the feet.

If there is no response it means the person isn't getting enough blood and oxygen to the brain and needs urgent help.

H: Help Call for others around you to help there may be a doctor or paramedic within shouting distance.

Phone for emergency medical help on one of the following numbers:  

 

112 on a cellular phone 10177 National medical emergency number for ambulance services 082 911 Netcare 084 124 ER24

Tell the operator there is an unconscious person and state where you are. They will ask for a call-back number if you have one. They can advise you on first aid techniques over the phone if necessary.

A: AIRWAY Open the airway.

The person will normally be lying on his back. Place two fingers on the forehead and two fingers under the bony part of the chin and gently tilt the head backwards - the "head-tilt chin-lift" method of opening the airway.

B: BREATHING Listen, look and feel for breathing. Kneel next to the person with your head close to his. Look to see if the chest/abdomen rises and falls. Listen for sounds of breathing. Feel for air: hold your cheek near the nose and mouth to feel for exhaled air. Do this for up to 10 seconds.

If there is breathing (about 12 breaths or more per minute), place the person in the recovery position (turned on his side in case of vomit blocking the airway).

If there is no breathing, or you're unsure, log-roll the patient i.e. roll the body as a unit, keeping the spine in a straight line from head to buttocks, onto his back.

If the patient is not breathing you must breathe for them: Again, ensure the airway is open using the head-tilt chin-lift method.

Blow gently and slowly. Each breath should take 2 seconds (one in one out). Between breaths, lift your head and see if the chest moves. If the chest rises and falls, it is effective breathing. If not, adjust the head and try again. Make up to 5 attempts.

(Airway obstruction is seldom due to foreign body obstruction. However, if there is no chest movement, check for a foreign body, and, if there is a blockage, switch to obstructed airway manoeuvres. See "Choking") C is for CIRCULATION In addition to breathing for the patient, you must perform chest compressions to keep blood circulating.

It's difficult for the lay rescuer to determine if a pulse is present. Therefore, the appropriate action is to start immediately with chest compressions once you have given 2 effective breaths.

Chest compressions: Kneel beside the person. Place the heel of one hand in the centre of the chest on the nipple line (imaginary line joining the nipples) on the breastbone. Place the heel of your other hand on top of the first. Lean over the person with your arms straight and elbows locked, and your shoulders directly above your hands. Press down vertically on the breastbone 4-5 cm to a count of "one-and-two-and-three-and-four‌", giving one push each time you say a number. When saying "and", release the pressure but don't move your hands from their location on the chest. Give 30 pumps at a rate of 100 per minute. Push hard and fast.

Give 2 slow breaths.

Repeat the cycle of 30 pumps, 2 breaths until help arrives or the person starts to recover. If you aren't sure the patient is breathing unaided, continue CPR. Even if the person appears fully recovered, monitor him until medical help arrives.

Bleeding and fractures Once the person is breathing, check the whole body for bleeding and fractures by patting gently. 



Apply firm pressure directly to a bleeding wound (but around any embedded object) with a clean cloth.

Elevate and immobilize an injured limb. Splint a fractured limb if you have been trained to do so.

Shock Shock is a life-threatening condition, when blood flow drops so low that oxygenated blood does not reach the vital organs.

Causes include severe blood loss and loss of other body fluids (e.g. bleeding wounds, major burns, severe diarrhoea and vomiting); drug overdose; poisoning; severe allergic reaction; extensive bacterial infection.

To treat and prevent shock:    

Have the person lie down.

Raise the legs higher than the head.

Cover the person to keep them warm.

Give nil by mouth.

As parents of little ones, we are never sure if we are taking a chance by not going to the Dr immediately. Do we wait until tomorrow or must we go tonight?

Here are some definite to go immediately day or night and not to any Dr, these are situations where we go to casualty! Of course to a level 1 casualty!

Vomiting baby under 2yrs of age (baby vomited more than 3 times in an hour, large vomits).

Diarrhoea: Changed baby’s nappy with watery stools, three or more in an hour. Babies become dehydrated very fast, and with dehydration become severely compromised very quickly! Check baby's nappy, a very dry nappy with dark orange coloured urine is a dehydrated baby! Mucosa in the mouth and eyes will be dry too, but the nappy is a very accurate observation.

Baby has a cough, which may be croup and is wheezing, the baby is struggling to breathe properly, the baby needs casualty, as will need nebulizers etc to open the airways. Any issue with breathing needs to be seen immediately and a good way to tell if baby is struggling with breathing is greyish or blue colored lips; nasal flaring; sternal recession. Yellow or green mucous from the nose can see the doctor tomorrow, as long as the baby is breathing well!

Baby has had a febrile convulsion (seizure/ fit from a high temperature). Even if you have managed to bring the temperature down, a seizure must be investigated further to eliminate anything underlying causing the seizure. Any seizure needs to go to casualty immediately. This is when you get help to come to you! Do not take the baby/child yourself to casualty! If you CAN get the baby's temperature down with cooling and meds and baby is stable and responsive, you do NOT need to go to casualty, even if the temperature was 40 deg! It is not about how high the temperature is, it is about whether you can get the temperature down or not!

Baby has no obvious symptoms, but is ''flat'' and lethargic with reduced tone. Something is underlying and needs serious attention! A crying responsive baby is generally a good sign; a ‘flat’ baby is one we worry about!

Babies and small children can have dislocations and broken bones even though their bones are so soft and flexible. If there is any obvious swelling or deformity to a joint or limb, rather see about it immediately ,the longer you wait, the more the scar tissue build up in the joint and the greater the swelling which can impair immediate surgery or necessary treatment.

Any burn whether superficial or deep, the size of a R5 coin on a baby of 6 months or less needs to go to casualty immediately! As the baby grows, the size of the burn is tolerated better.

Any bleeding that can't be stopped (nosebleed, umbilical bleed etc) must go to casualty immediately!

Preferably, call for help. Any blood in the urine or stool is a casualty trip, immediately.

Any form of poisoning must go to casualty immediately, remember little bodies cannot manage the volumes we can and their organs are so much more vulnerable and sensitive than ours!

Always listen to your parent’s instinct! I have been amazed as an ICU sister how parents 'gut feel' is often accurate!

The following situations are not emergencies but still need to be noted and seen to at the relevant time: 1. Appetite - if your baby refuses several feedings in a row or eats poorly, contact the doctor/ clinic Sister.

2. Mood - if your baby is persistently irritable or has inconsolable crying.

3. Tender navel or penis - contact the doctor / clinic sister if your baby's umbilical area or penis suddenly becomes red or starts to ooze or bleed.

4. Constipation -if your baby has fewer bowel movements than usual for a few days, contact the doctor/ clinic Sister 5. Colds - contact the doctor if your baby has a cold that interferes with his or her breathing, lasts longer than two weeks, or is accompanied by coughing.

6. Ear trouble - contact the doctor if your baby is pulling at his ears or has discharge from his ears or doesn’t respond normally to sounds.

7. Rash - contact the doctor if a rash covers a large area, appears infected or if your baby suddenly develops an unexplained rash – especially if the rash is accompanied by a fever, sore throat or diarrhoea.

8. Eye discharge - if one or both eyes are pink, red or leaking mucus, contact the doctor.

Once again, trust your instincts. If you think you should contact the doctor, do it.

After hours, you may be able to use a 24-hour nurse line offered through the doctor's office, clinic or your health insurance company otherwise call a level 1 casualty and the Dr on call should help you.

Please note that the above are guidelines, if in doubt go to the Dr or Hospital immediately.

It is VITAL that you complete a CPR and First aid course which will help you deal with the above emergency situations should they arise. If you have someone looking after your baby or child, it is vital that they complete the course too.

At Pulse Point, We Are Passionate About Teaching People How To Minimise Injury And Save Lives. We Believe Everyone Should Be Able To Help When Things Go Wrong.

Have Fun While You Learn How To Save A Life. You Will Get Practical Experience Along With The Theory, And Leave The Course With A Certificate Of Your Course Of Choice.

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BOOK A COURSE: Price: R450pp (R400pp for a group of 3 or more) Contact Michael on 061 025 7215 or training@familyfirstaid.co.za More Info: www.familyfirstaid.co.za

Inner Healing

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8 Reasons – The start of my bi-weekly Rejener8 updates Rejener8 is about more than just life coaching and change facilitation. Rejener8 believes in the value of personal journeys, in finding the reason within yourself to change whatever it is that YOU need to change.

Our 8 reasons for change are:

Reason 1: Re:cover Anyone who has experienced a sense of loss – real or imagined – can heal from broken relationships, grief and past hurts as well as from physical issues relating to health.

Assuming that everyone reacts to a sense of loss in the same way would not only be incorrect but insensitive. For many, a sense of loss could be anything from everyday occurrences like not being able to remember where you parked your car at the local mall, ending a relationship, losing your job, or the sudden impact of losing someone you love. All these circumstances are life-changing events...

If you, or anyone you know, are looking for support – please contact me for an appointment!

The next Rejener8 Update will focus on Reason 2: Re:create.

Please visit www.rejener8.com to get an overview.

Our Studio Centurion’s best kept secret: a yoga studio in a tranquil, secluded garden, far removed from the hectic bustle of daily life. Come and join us on a journey towards inner balance, awareness and renewal through Sivananda-based yoga classes that will leave you feeling mentally relaxed and physically renewed. Regain and improve your body’s strength and flexibility while awakening your spiritual being through physical exercise, breathing techniques and meditation.

Our classes are small and we cater for each individual’s needs and level of expertise.

KIDDIES’ YOGA 6 Years and Older Give your children the gift of a lifetime by introducing them to yoga at an early age. Teach them to honor and prepare their bodies for a healthy, active life. Awaken their awareness of their own emotions and give them the skills they need to maintain inner peace and happiness as they grow and enter adult life in the demanding 21st century.

Annemarie van Staden is a qualified yoga instructor who studied under Magret Chavannes. She belongs to the Yoga Teachers Fellowship of South Africa.

Contact Us Annemarie van Staden (012) 653-4689 083 324 6310 www.yoga-soul.co.za

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Detox diet for autumn Strengthen your immune system in preparation for winter’s chills With summer slowly morphing into mellow autumn, it’s the perfect time to strengthen your immune system with this short and simple detox diet. It will prepare you for the wintry weather and seasonal ailments that may come your way.

Why should you go on a detox diet?

Well, if you breathe, eat, drink tap water, wear and are surrounded by synthetic materials, take medications (many of which are metabolized through the liver and kidneys, our main organs for elimination) or have been stressed, you will benefit from a cleanse. In fact, if you are a citizen of planet Earth, a short period of body cleansing will improve your health, bolster your immune system and leave you feeling energetic.

If you are prone to colds and flu, are suffering with fatigue, headaches, constipation and other gastro-intestinal problems, excess weight, allergies, anxiety, auto-immune diseases, high blood pressure, arthritis or rashes, a detox diet will do you good too.

It’s a cleanse, not a fast Don’t press the ‘Esc’ button; you’re not being asked to give up all foodie pleasures. Instead, we’re suggesting you eat simply prepared seasonal foods to keep your body working at its optimum for just two weeks. Autumn detox foods focus on cooked whole grains, seasonal squashes and root vegetables. If you are a dedicated carnivore, the build-up of excess proteins and fats generated by red meat can affect your wellbeing. For the duration of the detox diet, stick predominantly to plant foods seasoned with warming spices, which are said to enhance the function of your lungs and large intestines. It’s a body reboot.

Your autumn detox diet plan Join us on our diet plan and keep us posted about how you feel. The guidelines are simple: 







Eat seasonal whole foods as much as possible. These foods, which are either unprocessed and unrefined or have been processed and refined as little as possible, are rich in fibre and antioxidants, crucial on an effective cleansing diet. Say no to processed foods.

Proteins to be taken with each meal are fish, free-range chicken or turkey, beans, nuts, or lentils.

Eat one or two seasonal vegetables with each meal, making sure you get a good mix of green, yellow, orange, red and purple varieties every day.

Limit raw fruits. Instead, poach fruits with no sugar.

 



  



No sugar – sorry!

Have a serving of unprocessed grains with each meal. Try quinoa, brown and wild rice flavoured with ginger, garlic, cayenne, turmeric, nutmeg and cinnamon. Avoid gluten.

Eat fresh sprouts.

Drink sufficient filtered water (not iced) as well as green and herbal teas.

No coffee.

Limit dairy products.

Avoid margarine. Instead use healthy oils – olive, sesame or flax – or a small amount of butter.

Flavour food with apple cider vinegar, sea salt, herbs and spices, lemon or limejuice (preferably fresh, else just a squirt or two if bottled), garlic, onion, miso or tahini.

For the best results, aim to finish dinner by 19h00, with no snacking afterwards; get at least seven hours of sleep; go for a gentle walk every day; and, if possible, treat yourself to a massage to help with detoxification. After just one week on the cleansing diet, you should start to feel more energetic, your gut should feel more comfortable, niggling aches and pains should start to fade and your jeans will feel less constricting.

NOTE: We advise that you contact your medical practitioner or other registered health care practitioner before embarking on a detox diet or changing your eating habits. www.floraforce.co.za

7 Natural Strategies to Detox Your Body Compiled by Angela Quinn 1. Eat mostly organic food, especially foods that support detoxification, including cruciferous vegetables, garlic and onions. A healthy, balanced diet is a key to efficient detoxification. The lighter the toxic load on your body, the better it can handle those toxins that get through your defenses.

2. Engage in regular vigorous exercise.

Increased respiration, circulation, and perspiration all support healthy detoxification.

3. Hop in the sauna frequently. Perspiring is one of your body's best ways of releasing toxins.

4. Drink water, at least 8 glasses of fresh, pure water each day. The combination of good hydration and frequent perspiration helps to flush your system of toxins.

5. Stay regular. Elimination once or twice a day helps to decrease absorption of toxins. Consistent exercise, hydration, and fiber will help to keep you regular.

6. If you are trying to lose weight, make sure to engage in the detox practices described above. As you shed fat, toxins held in fat cells are released. It is essential to cleanse those toxins from your body, rather than reabsorb them, which can cause illness.

7. Use antioxidants. Antioxidants such as alpha-lipoic acid, N-Acetyl-L-Cysteine, and the B vitamins help with detoxification.

The best detoxification regimen for you depends on your unique genetic makeup, as well as the particular toxins you are dealing with. Consult with an integrative physician or naturopathic doctor, who can evaluate you to determine the best combination of diet and supplements for you.

What are ‘cruciferous’ vegetables?

Broccoli, cauliflower, brussels sprouts, kale, cabbage and bok choy. They are all members of the cruciferous, or cabbage, family of vegetables. They contain phytochemicals, vitamins and minerals, and fibre that are important to your health.

© Nicola Vigilanti

Every day approximately 1 000 women die in childbirth or from a pregnancy-related complication.

These deaths can be prevented if we work together.

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R300 purchases 20 obstetrical stethoscopes for monitoring foetal heartbeats.

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R600 purchases medication to prevent and treat postpartum haemorrhage in 100 new mothers.

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R1 500 1500 supplies five mothers and infants with the antiretrovirals to prevent mother-to-child HIV transmission

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R4 000 purchases equipment for emergency resuscitation of newborns.

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R130 000 pays for a MSF midwife to work for six months providing medical services to pregnant women.

Help more women experience the joy that childbirth should bring.

SAVE LIVES AND DONATE NOW Toll free number: 0800 000 331 Email: donorservices@joburg.msf.org Website: www.msf.org.za/maternalhealth Click on ‘DONATE’

Deposit directly into our fundraising bank account Account name: Médecins Sans Frontières South Africa Bank: Nedbank Bank account: 1944209425 Branch code: 194405 Branch name: Parktown Our reference: Your name and phone number Please fax your deposit slip to 086 581 5490 Or scan and email to donorservices@joburg.msf.org

...A MASSIVE THANK YOU...

TO ALL OUR ADVERTISERS, CONTRIBUTORS, ENDORSERS & SUPPORTERS. A BIG HIGH FIVE TO OUR TEACHERS, PARENTS, & BLESS OUR AWESOME CHILDREN...

YOU ARE ALL MAGIC! XXX