Child of the universe positive parenting feb 2018

*FREE DIGITAL MAG *ISSUE 42 *FEBRUARY 2018

Pregnancy after 35

AVOIDING GRUBBY TODDLERS!

Advantages of Private Schooling

Father Freak-Out Taking new baby home

Same-Sex Parents What not to say!

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DISCLAIMER The views expressed in this publication are those of the authors and not necessarily those of the editor, advertisers or endorsers. While every effort has been made to ensure that the contents of this publication are both accurate and truthful, the publisher and editor accept no responsibility for inaccurate or misleading information that may be contained herein.

Much Love

Linda

contents BACK TO SCHOOL

Advantages of Private schooling in South Africa Easing the Kindergarten jitters

BABIES & BEYOND

Pregnancy after 35 years of age Taking Baby home – Don’t Freak Out! Exercising with your baby by Lisa Raleigh Making sense of Dyslexia

STORY & PLAY TIME

A Picture that ‘talks’ Avoiding messy Toddlers Importance of Imagination

PEACEFUL PARENTING

Use open ended questions to get your child talking What not to say to same-sex parents Crèche Syndrome Being Sun Smart

YUMMY TUMMY

Loads of Yummy recipes for the whole family

ANIMAL-LOVE

Safe Gardening with your Pets

REACH OUT

Help Sebastian find his forever Home Hope Begins with You – Helping Children with Leukaemia

Advantages of attending private school in South Africa South Africa’s education sector is a healthy mix of public and private learning institutions. Government has deliberately put in place policies that promote the participation of private entities and entrepreneurs in the construction and running of private school.

The growing demand for private schools and ongoing challenges in public education system including poor governance, lack of infrastructure, shortages of teachers and many others present a golden opportunity for more private schools. For a lot of people, there is always a lingering question of why private schools are seemingly viewed as more superior. Below are some of the advantages of attending private schools.

– Private schools often have a more challenging academic curriculum.

– Some are religious based schools and can provide regular religious classes.

– Private schools have the benefit of much smaller classes which means teachers can give better individual attention.

– Private schools often have better success to resources like books, supplies and computers.

– Discipline in private schools is usually a lot stricter. If there are children that disrupt classes or ignore rules, they are more likely to be expelled from the school.

– Private schools are more traditional. .This teaches pupils to value traditions and uphold these beliefs.

– Children that attend private schools often have a more established network after school through the alumni association.

With the stated reasons above, private schools surely provide value for money.

ABOUT ISASA School Finder

Why choose an ISASA School

The Independent Schools Association of Southern Africa (ISASA) is the largest association of independent schools in South Africa and the Southern African region.

 Quality-assured for membership

The ISASA School Finder is a FREE listing service which was developed to help parents and ISASA Schools list and compare services, curriculum and detailed school information. Use the search tools above for a comparative or quick keyword search for detailed information of available schools in your area of choice.

 Strong values-base  Diversity of race, gender, culture, faith and philosophy  Smaller schools and classes  Structured, safe learning environments  International links

 Opportunities for community service  Choice of South African or international curricula  Emphasis on development of highlevel thinking skills

What is ISASA? ISASA, the Independent Schools Association of Southern Africa, is the largest, oldest and most inclusive independent schools association in the region, with nearly 700 independent member schools in South Africa, Swaziland, Namibia, Botswana and Angola.

ISASA's mission is to articulate the value of independent education, to promote the common interests of its diverse member schools, and to provide professional services that will enhance their quality and contribution to education in Southern Africa.

 Internationally recognised schoolleaving qualifications

 Affordable across a wide range of communities  Development programmes for disadvantaged schools  Wide range of schools: boarding, day, single-sex, co-ed, large, small, rural, urban

How to Ease Your Child's Kindergarten Jitters

By Dr. Michele Borba

An expert offers advice for reducing anxiety and making those difficult goodbyes easier.

I’ll never forget leaving my eldest child with his kindergarten teacher on the first day of school. He did just fine, while I went home and cried. Despite my child’s reaction, starting school can be challenging and even traumatic for many children. Whether your child has been home with a parent or babysitter or has had years of preschool, here are some strategies to soothe their jitters—and your own—and make this important milestone easier for everyone.

Practice Saying Goodbye One way to ease kindergarten fears is to gradually stretch your separation periods several months before school begins. The goal is to slowly increase the number of caregivers children interact with so they feel comfortable with adults other than immediate family and realize that they can survive without their parents present.

Here are other ideas that might help: 1.

2.

3.

Create a special goodbye. Practice a special, private goodbye just between the two of you—like a secret handshake or special kiss—to help your child start to pull away. Then tell them you’ll be using that same goodbye at every drop-off.

Teach a coping skill. Research shows that when kids feel they have some control over their situation and can talk back to the fear, their anxiety decreases. Help your child feel in charge of the worry by teaching a self-reassurance phrase. For instance, have your child practice saying, “Go away, worry, leave me alone. Mommy will come back,” when they’re feeling anxious.

Use a magic pebble. Give your child a special memento like a pebble or a keychain with your photo to keep, and explain that whenever it’s touched, it means you’re thinking about them. You can also tuck a small square of their security blanket into their backpack or jacket to offer reassurance.

Learn the Lay of the Land Boosting your child’s comfort with school helps reduce jitters, but don’t overhype the new situation with comments like “What a gorgeous class!” or “You’re going to be soooooo happy here!” These types of comments do not ease jitters—in fact, they can cause more anxiety by building up false expectations that don’t pan out.

Here are other ways to help your child feel more secure about starting school: 1.

2.

3.

Visit the school. A few days before the big sendoff, take your child for a school tour to help find key places like the classroom, playground, school office, and water fountain. Many schools also now have websites that give online tours that show the school layout.

Help your child make just one pal. Knowing a classmate can minimize first day jitters, so if possible, help your child meet a peer before school starts. Ask parents or coaches in the area if they know a kindergarten-aged child who will be attending the school.

Practice social skills. Role-play common social scenarios your child will encounter at school, like how to meet someone, start up a conversation, ask if they can play in a game, or ask a teacher for help. Children learn social skills best if you show and don’t tell them what to do, so practice one new skill at a time until your child can perform the skill without you.

Address Your Child’s Concerns Directly Make sure you set aside time to chat with your child about the transition of starting school. Explain that worries like “Will I find friends?” and “What if I get lost?” are normal and usually go away in a few days. Keep in mind that though the worries may seem unrealistic, they are real to your child. Thank them for sharing the worries and then brainstorm solutions together. Here are some examples: •

• •

Worry: “I won’t remember the bus number.” Solution: Write the bus number on an index card and pin it to the inside of their backpack. Find out if the school has practice bus rides.

Worry: “I’ll have an accident.” Solution: Promise to show your child the kindergarten bathroom and pack a change of clothes in their backpack.

Worry: “I’ll get lost.” Solution: Practice walking to the room before school starts.

You might also read a book to help your child share their feelings and learn that others have similar fears. Here are a few good transition books that may help: The Kissing Hand by Audrey Penn, First Day Jitters by Julie Danneberg, The Night Before Kindergarten and The Night Before First Grade by Natasha Wing, and Miss Bindergarten Gets Ready for Kindergarten by Joseph Slate.

Establish a Goodbye Ritual A child’s anxiety increases if you make too big of a deal about leaving or draw out the goodbye.

The key is to establish a consistent pattern of saying goodbye so your child knows what ritual to expect and that they will make it through the time apart, and understands that you really will return. Here are a few things to help make goodbyes less stressful: 1.

2.

3.

Point to a “first thing.” Not knowing what to do or where to go upon arriving at a new scene increases anxiety. So, offer your child “first thing” suggestions. You might point toward an activity your child enjoys—like a puzzle or blocks—or suggest that they go to the sandbox or meet up with an acquaintance near the water fountain.

Say goodbye and don’t linger. Don’t draw out the goodbye—doing so increases anxiety.

Offering a simple and matter-of-fact “See you soon!” and then leaving is a better approach than a long-drawn out farewell. On the flip side, don’t sneak away, either.

Put on a happy face. Your child takes cues from you, so stay calm and show confidence in them. Hold back those tears till you’re out of sight.

by Dr Shannon M. Clark Founder of the pregnancy and fertility site BabiesAfter35.com

It’s official. More women are now having babies after age 35 than ever before. The “advanced maternal age” woman is becoming more and more the typical patient rather than the unicorn she once was.

Even so, there's still some measure of fear about pregnancy after age 35. It's a common belief that a woman is automatically high risk if she's over age 35 and in need of specialized, highly advanced care during this potentially very complicated pregnancy. But is this really the case?

Is the “after 35” pregnancy as risky as we think?

I'm a double board-certified obstetrician and gynecologist and maternal-fetal medicine specialist who works with many high-risk pregnant women. Here are a few things I wish more people knew about having a baby post-35:

1. There is an increased risk for certain complications during pregnancy.

Women older than 35 are at a higher risk for developing diabetes and/or high blood pressure, having a multiple gestation, delivering prematurely, having a large or a low birth-weight baby, requiring a cesarean section, having placenta previa, and experiencing pregnancy loss.

This does not mean, however, that your pregnancy is a ticking time bomb. It does not mean that your pregnancy will automatically result in complications.

During routine prenatal care, these conditions will be monitored no matter the age of the patient. But they are simply more common in a pregnancy after age 35.

Plus, as we age there's the potential for developing medical diseases; an aging woman who becomes pregnant is no exception. If you have these or any other pre-existing medical conditions, in addition to being advanced maternal age, you will be monitored more closely during your pregnancy.

2. Age 35 is a “milestone" because it's the age when the risk of genetic abnormalities starts to increase.

As a woman ages, egg quality—the number of eggs that are genetically normal—starts to dramatically decrease after age 37 and particularly after age 40. This means the chances of early pregnancy loss and having a pregnancy with a genetic abnormality, like Down syndrome, are increased. Unfortunately, these factors have nothing to do with how healthy you are after age 35; these factors are purely due to age alone.

Although this aspect of an older pregnancy is often the most feared, it's a reality that all women after age 35 face. As a result, antenatal testing through a blood test and a detailed ultrasound are recommended for women in this age group. It's also common to offer an appointment for genetic counseling. It's up to each individual, of course, as to what testing is accepted.

3. Otherwise, a healthy woman post-35 should be expected to have a completely normal pregnancy.

After consideration and assessment for the risk of a genetic abnormality, followed by a detailed ultrasound for fetal anatomy, the pregnancy should progress as normal. In this case, the only way a healthy woman older than 35 with no significant pre-existing medical conditions would be considered “different” is due to her age alone.

Of course, it's important to maintain a healthy lifestyle both during the preconception period and during the pregnancy, in order to minimize potential complications.

Some women report having more difficulties with a pregnancy at an older age, and some women report feeling better. Some women report having a harder time recovering after delivery, and some women report bouncing back easily. Every woman is different. The bottom line is that if you're healthy, you should approach your “advanced maternal age” pregnancy with the same optimism that your younger counterparts are expected to enjoy.

Going Home With Your New Baby: How To Not Freak Out

By The Unexpected Dad

Baby has been born, mom is well, all is good. Now it’s time to take our newborn home. What?!?! We have to go home? I would rather just stay at the hospital where healthcare professionals can monitor my baby 24 hours a day. I will eat hospital cafeteria food and sleep in a chair indefinitely if you will just take care of my baby a little longer. Please nice nurse…

Not really. But I would be lying if some of those thoughts didn’t cross my mind as we were leaving the hospital after my daughter’s birth.

I remember driving home with my daughter in the car seat, both hands on the wheel, leaning forward, white knuckled, eyes popping out of the sockets, going 20 miles per hour. I was FREAKING OUT! Do not drive within 50 feet of my car or I will FREAK OUT EVEN MORE! Also: I will stop at a green light if I want to! It just doesn’t look safe enough to proceed. Stop honking at me, you are making me FREAK OUT! Well, we made it through the drive home. We walked in the front door, with newborn in baby carrier (whew, got that part right at least). Shut the door. My wife and I looked at each other and the first words out of my mouth were: “Now what?”

I know, not exactly the model of fatherhood I wanted to achieve. So how do you avoid this “deer in the headlights” type of action?

Have a Plan I’m a planning type of guy; I normally don’t like to shoot from the hip. Have a general plan in place 3-4 weeks before the due date, it doesn’t have to be anything complicated, but just a guideline of how things will be handled those first few weeks.

Your plan can include things like: • • • • • •

Name and phone number of pediatrician.

Have your car seat installed and understand how it works.

Sleeping arrangements and schedule.

Physical layout of the nursery.

Contact information of people in your support structure.

First things you need to do when you get home with your newborn (this could be an article in itself).

If you are anything like I was, bringing your baby home will be pretty emotional. Your plan should help give you some guidance when you first walk in the door so you can try to minimize feeling overwhelmed.

Have a Support Structure Several weeks before the due date, set up a support structure with family and friends. When we arrived home from the hospital, my in-laws came over and helped us take care of our daughter. My mother also came to town and stayed for a week to help out. Having people you can lean on for support helps tremendously.

If nothing else it is helpful to have someone to vent to or bounce ideas off of. There will be plenty of times that you have no idea what to do and it’s great if someone is available from which to solicit advice (especially if you are on your first child).

The first several weeks after you bring your baby home can be chaotic. Remember to eat, sleep and take care of yourself. Your support structure can also help with this. Line people up to bring meals over to you on certain days. Have grandparents come over and spend the night so you can get some sleep.

Have Fun This may seem obvious, but I can almost guarantee you that the first time you walk through the front door with your baby, fun won’t be on your mind. You will have a deep sense of responsibility and your fatherly drive to “take care of things” will kick in. Try to relax and enjoy the first few days with your new family member.

The time will fly by and you will wonder what happened to your little newborn baby. Stop to have some fun and enjoy this moment in your life. I also suggest that within 2 weeks of bringing your baby home, schedule a baby sitter and have a little date night with your wife. A few hours away to talk and share each other’s company will lower stress levels.

Also, take a look at the article Top 10 New Dad Essentials for some other ideas on being prepared for the big day.

Most of all don’t freak out!

The Basics: Quality Time Spending some quality time with your child doesn’t have to be complicated, especially for younger children. If you have kids that are toddler age, check out the post on 6 Cool and Inexpensive Outings For Toddlers. For school age children (or any child), I always think it’s best to get out of the house (weather permitting), even if it is just going for a walk in the neighborhood.

Go out for breakfast, dinner or ice cream; 1 on 1.

Hiking, biking or even an over night camping trip.

Go for a swim at a public pool.

Out of the way or out of the ordinary places. Colorado Springs has a “Bug Museum” that older kids would find interesting.

If you are stuck in the house: Play with Lego’s together.

Work in your shop on a simple project.

Make a tasty treat in the kitchen.

Take your child’s lead. Play with whatever toy they want to play with. Take part in whatever imaginary game they create.

Understand what you’re child likes to do and do those things with him or her. Whatever it is that you do together, make sure that you are positive and encouraging. Guide and teach while playing, but not in a critical or controlling manner.

Most of all: Have fun!

How to make sense of dyslexia What is dyslexia?

Dyslexia is a specific learning difficulty that primarily affects the ability to learn to read and spell. It often runs in families and stems from a difficulty in processing the sounds in words.

A formal definition of dyslexia was recommended by Sir Jim Rose in an independent report: Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties which was agreed by the Department for Education in 2009.

It found that dyslexia:    

affects the ability to learn to read and spell involves difficulties in dealing with the sounds of words, which makes it especially hard to learn to use phonics to read words can affect short-term memory and speed of recalling names can sometimes co-occur with other kinds of difficulties, for example with maths or with coordination (but not always)

Does everyone experience dyslexia in the same way?

Dyslexia is not the same for everyone. It can be mild or severe, can vary depending on other strengths, or difficulties, and on the kind of support and encouragement that is given at school, at home and at work.

People with dyslexia often have strengths in reasoning, in visual and creative fields; dyslexia is not related to general intelligence; and is not the result of visual difficulties.

Many people learn strategies to manage the effects of dyslexia, but it does not go away and its effects may be felt in new situations or in times of stress.

People with dyslexia often, but do not always, show characteristics of other specific learning difficulties such as dyspraxia, attention deficit disorder or dyscalculia.

What causes dyslexia?

There is strong evidence that dyslexia runs in families: if someone in a family is dyslexic, then it is very likely that other members of the family are dyslexic to some degree.

However, genetics is only part of the story: many other factors make a difference to the overall picture. There are genes that will increase or decrease the risk for dyslexia, but that risk will be affected by many other things, including the effects of teaching and the effects of other genes.

What is the best approach to dyslexia?

Understanding and access to the right sources of support are key for anyone who may have dyslexia. With the right support, strategies to overcome the difficulties associated with dyslexia can be learnt and dyslexia need not be a barrier to achievement.

Is dyslexia recognised by schools?

We have come a long way since the days when people living with dyslexia were often wrongly labelled as ‘slow’, ‘thick’ or ‘lazy’, with school reports warning parents not to expect much from their child. Today, schools have a duty to provide SEN Support where a child or young person’s learning difficulty, including dyslexia, causes them to learn at a slower pace than their peers.

Some 10% of the UK population are affected by dyslexia. But many people don’t actually understand what it is and how people can be affected by it. This week is Dyslexia Awareness Week in the UK and the theme is ‘Making Sense of Dyslexia’, so today we would like to help you to understand what dyslexia is.

What are the signs of dyslexia?

Children can display signs of dyslexia from an early age - as young as 3 or 4 years old - but it is usually not formally identified until the age of 6 or 7. Here are some of the signs for different age groups:

Signs of dyslexia in children from 7-11                      

Seems bright in some ways but unexpectedly struggles in others Other members of the family have similar difficulties Has problems carrying out three instructions in sequence Struggles to learn sequences such as days of the week or the alphabet Is a slow reader or makes unexpected errors when reading aloud Often reads a word, then fails to recognise it further down the page Struggles to remember what has been read Puts letters and numbers the wrong way: for example, 15 for 51, b for d or “was” for “saw” Has poor handwriting and/or struggles to hold the pen/pencil correctly and/or learn cursive writing Spells a word several different ways Appears to have poor concentration Struggles with mental arithmetic or learning times tables Seems to struggle with maths and/or understanding the terminology in maths: for example, knowing when to add, subtract or multiply Has difficulties understanding time and tense Confuses left and right Can answer questions orally but has difficulties writing the answer down Has trouble learning nursery rhymes or songs Struggles with phonics and learning the letter-to-sound rules Seems to get frustrated or suffers unduly with stress and/or low self-esteem Struggles to copy information down when reading from the board Needs an unexpected amount of support with homework and struggles to get it done on time Is excessively tired after a day at school

Signs of dyslexia in ages 12 to adult              

Difficulties taking notes, planning and writing essays, letters or reports Struggles with reading and understanding new terminology Quality of work is erratic Difficulties revising for examinations Struggles to communicate knowledge and understanding in exams Feels that the effort put in does not reflect performance or results Forgets names and factual information, even when familiar Struggles to remember things such as a personal PIN or telephone number Struggles to meet deadlines Struggles with personal organisation (finances/household, arrives at lessons with the wrong books, forgets appointments) Difficulties filling in forms or writing cheques Only reads when necessary and never for pleasure Develops work avoidance tactics to disguise difficulties and/or worries about being promoted/taking professional qualifications Difficulties become exacerbated when under pressure of time.

What next?

Dyslexia is complex and affects people differently and in different ways but hopefully the above has given a brief insight into some of the ways that dyslexia can affect you. If you want to find out more about it or get involved then join our online community on Twitter, on Facebook or call your local Dyslexia Action Learning Centre.

A picture we have all seen in many different articles, yet it speaks to me on a very positive level

By Linda Navon Firstly, understand that I am an insomniac, my brain never shuts down long enough to get a straight 8 hours sleep, therefore I nap a lot. What I have learned to do is to jot down ideas as they pop up on the ever-busy conveyor belt in my mind.

Last night this picture came to mind – yes, it’s been used in various form over and over, but have you ever really looked at what it sympolises? This is what I see:              

Opportunity Abundance Fertility Growth The preciousness of Mother Earth The gift of having access to land, or a patch of earth, which can be worked for sustenance ‘Going back to our roots’ in many senses of the term Independence Development New Beginnings Nurturing a seeding into fruition The amazement of the cycle of life Educating our children about nature Teaching the community to be self-sustaining

I would love to hear your views and go ask a child what they see – that will be an interesting exercise.

Namaste

Our guest author is Harry Carr. Harry is currently working in a small company which is situated in London and she loves to write about organizing and cleaning topics such as this one that she wrote for us.

There are plenty of ways to keep your toddler entertained with creating art but most of them end up with a messy room which needs professional cleaning. These 5 clever ways to avoid toddler’s mess will save you time, efforts and ensure fun time for your kids. Apply them to ensure the hygienic and neat condition of your home.

You can protect some of the pieces of furniture and floors with suitable coverings and newspapers but the most important things are the materials for art you give your toddler to use and play with.

You can supply your toddler with various tools and materials for drawing, art time and playing which will let you clean his/her room easier. These are scissors, construction paper, tape, strings. For drawing and painting, choose and buy washable markers and crayons. The paint your toddler uses should be washable which will let you clean the mess and splatters from the place easier later. The glue you give your toddler better be in a tube than in a bottle which is easier for applying. Glue sticks are the most suitable for art projects as they are safer.

Marble worktops are appropriate for your toddler to paint and draw on which will let him/her be entertained for hours and you won’t have problems with the cleaning of the surface later. Fill several plastic bottles with baby oil and a few colours of watersoluble paint, each colour in a separate plastic container – bottle or cup. You can sprinkle some glitter inside the paint to make it more attractive. Then, just let your toddler squash the paint with fingers on the marble surface creating art. This should be easy for cleaning after the painting is completed. Take photos of the end project before cleaning the surfaces.

You may have those colourful stickers in your home which instead of collecting dust can be re-purposed and used to play by your toddler.

Let him/her create some art project using only the dots. You can also apply them as a means to teach your toddler letters and numbers in case he/she shows interest at that age. This way you can provide a messfree play with learning that won’t result in a whole bunch of areas left dirty.

If you have cardboard tubes, you can give them to your toddler to use as the base of the village. The patterned taped is suitable to be applied for decorating and making the village colourful. This play develops qualities like precision, imagination and creativity. As an added bonus, it doesn’t end up in a complete mess. So use it whenever your toddler wants to draw or play.

For this “project” you need contact paper which is sticky-backed, paper scraps, magazine pictures, sequins, feathers and other lightweight and flat items. Help your toddler do the collage with the sticky-backed paper and items you have gathered for the project. After completing it “together” seal the project with a strip of contact paper. Easy, fun and without stains, paint or spillages left for cleaning.

Check your garage for sandpaper leftovers and use them to repurpose for your toddler’s projects. The yarn will stick to the sandpaper magically. By using various yarn “colours” your toddler can make various art projects. The best pieces of art pin on a cork board and display in his/her room.

If you use the presented above methods for creating art without mess, you will let your toddler have fun, be creative and develop important qualities which will be needed when he/she grows up. Use the ideas and tips offered here to protect the rooms in your home from getting dirty and filled with splatters. You will save yourself much efforts and time.

Harry is a working mom from London. She runs a small cleaning company called House Cleaners Chiswick. She writes home improvement articles for a couple of blogs.

The Importance of Imagination Do children today use their imaginations as much as we did when we were kids? Do you see your children spinning incredible tales and stories in their fantasy play like we used to when we played “cops and robbers” or “house”? Or does your child’s fantasy play seem to consist only of repetitive movements like karate chops or ballerina spins that have no story to them?

Why do you suppose this is, and is it something we should be concerned about if someone grabs your toy away from you when you are four, you need to be able to imagine different ways to handle the situation, like sharing or using your words. If you can’t imagine these possibilities, you will probably just clobber the other kid to get what you want or retreat into a crying jag. If you need to figure out the answer to a high school geometry test question, you need to have the ability to imagine the possible solutions. If you can’t, you will undoubtedly fail, cheat or decide not to care. Has it ever been more important than it is today that we adults are able to imagine new ways of creating a peaceful world?”

In the world of child development you may hear us use phrases like “critical thinking skills” and “creative problem-solving abilities” when referring to our goals for your child’s cognitive development. What we are really talking about is… imagination. The way to create human beings with imagination is to provide them with opportunities to develop it for themselves when they are very young. These opportunities are found in one place and one place only… play. Playing with paints, playing with play dough, with costumes, with glue and with crayons.

Making a mess. Exploring the woods. Splashing in a puddle. Wondering at a caterpillar you notice inching by you. Pretending to be a bird, gliding through the sky.

Are you providing your children enough opportunities for this type of play? If they are spending hours sitting at a computer, watching television or playing video games, they are passive participants being fed someone else’s stories instead of having the time and space to dream up their own. If they are enrolled in soccer, ballet, T-ball, karate and gymnastics all in the same week, they are receiving wonderful opportunities to develop their skills. But they have little to no opportunity to use their creativity and imagination to decide how to use their free time, what fantasy to explore or what part of their world they’d like to discover more about at their own pace, in their own way.

Often parents today think that if they give their children too much free time they are wasting opportunities for learning and preparing children for their futures. But these types of parental choices, though done with love and the best of intentions, are not a gift to children, according to current child development theory and research. Children today desperately need time and space to develop their creative imaginations free from adult agendas. Even if your children complain, “I’m bored! There’s nothing to do!” please, please, please trust that if you force them to figure out for themselves how to fill their time, their innate creativity will kick in and their imaginations will soar!

Car Seat Safety You want your child to be safe and sound as you travel with him in your vehicle each day. What you may not know is that every year thousands of children are injured or killed in car crashes. Many of these deaths and injuries could have been avoided if children were properly secured in their car safety seats or seat belts. You can make a difference for your child by using their car seats or seat belts properly every time they ride in your car.

How to Choose and Use Choose a car seat based on your child’s age, weight and size. Try it out in the store before you take it home. Place your child in the seat and adjust the straps and buckles to make sure it works for your child. Fit it properly and securely in your car. Ensure the seat is buckled tightly into your vehicle and your child is buckled snugly into the seat. For the best protection for your child, keep him in the seat until he has reached the manufacturer’s height or weight limit.

Rear-Facing Seats – All infants and toddlers should ride rear-facing until they are 2 years of age or until they reach the highest weight or height allowed by the manufacturer of their car safety seat. If your baby reaches the height and weight limit for his infant-only seat, he should continue to ride rearfacing in a convertible car seat for as long as possible. Check your car safety seat instructions to find the weight and height limits for rear-facing seats. Some types allow up to the weight of at least 35 pounds.

Forward-Facing Seats – Children who are 2 years or older, or who have outgrown the rear-facing weight or height limit for their car safety seat should ride in a forward-facing seat with a harness for as long as possible, up to the highest weight or height allowed by the manufacturer of their seat. Check your car safety seat instructions to find the weight and height limits for forward-facing seats. Some types allow up to a weight of 65-80 pounds.

Booster Seats – Children whose weight or height is above the forward-facing limit for their car safety seat should use a belt positioning booster seat until he is big enough to fit in a seat belt properly.

Booster seats are designed to raise your child so that the lap and shoulder seat belts fit properly. The lap belt should lie low across a child’s upper thighs and the shoulder belt should cross the middle of a child’s chest and shoulder.

Seat Belts Usually between ages 8 and 12, or when they are 4’9” tall, children should use a seat belt in the rear seats of vehicles for optimal protection. The seat belt should fit properly with the lap belt lying across the child’s upper thighs and the shoulder belt across the chest. Seat belts are designed for adults. If it does not fit your child correctly, she should stay in a booster seat until the seat belt fits her properly. Also, be sure your child does not tuck the shoulder belt behind her back or under her arm.

Tips to remember There are many types of seats that can be used. Be sure that the car safety seat you choose works within current child passenger safety guidelines. When making changes, always follow the car seat instructions. Follow the instructions in your car owner’s manual to properly install your child’s car seat.

Always wear your own seat belt as a good role model. Never allow anyone to share car seats or seat belts. The safest place for children under the age of 13 is in the back seat.

All of the above information was gathered from the American Academy of Pediatrics (AAP) Website at www.aap.org and the National Highway Traffic Safety Administration (NHTSA) Website at www.nhtsa.gov

How To Use Open-Ended Questions

by Maren Schmidt

As adults we are the most significant part of a child’s environment.

Whether we are aware of it or not, our words, concerns and emotions are reflected into our children’s world and absorbed at an unconscious level by the child.

We need to choose our words carefully and frame our questions even more so. Inadvertently we can plant ideas with our questions, and redirect or distort our children’s attention and perception.

For example, consider these questions: “How are you feeling? Are you sick? Do you have a stomachache?” Which question is going to get correct feedback?

The open-ended question that requires more than a yes or no answer is more effective in getting accurate information.

Research shows that when asked a ‘closed response’ question, respondees will give a yes answer over 75 percent of the time. Nobody likes to say no.

People avoid saying no if at all possible. We give no answers to avoid self-incrimination or disappointing superiors. We can’t depend on closed response questions for insightful information. It seems to be in our best interests, parent and child, to learn how to ask effective open-ended questions.

Here are some examples of how to change a closed response question to an open-ended question.

Closed: Did you hit your brother?

Open: Why is your brother crying? Tell me what happened.

Closed: Did you make this mess?

Open: What can you tell me about this spilled paint?

Closed: Did you take a bath?

Open: When were you planning on taking a bath?

Closed: Do you like going to school?

Open: What do you think about school? Tell me about school.

Open-ended questions can help give you information to uncover unobvious concerns you might have.

Continue the conversation with probing questions using who, what, when, where, how and why.

When you need more than a yes or no answer, use open-ended questions to find out what your child is thinking, feeling or experiencing.

9 Things You Should Never Say to Same-Sex Parents

by Elizabeth Small

As a parent, and a modern family law attorney, I’ve heard all kinds of illinformed comments from the mouths of grown-ups, everywhere from the playground to the courthouse. And grown-ups should know better.

Here are nine things you should never say to same-sex parents.

“Who’s the mom and who’s the dad?”

For many same-sex families there is no “mom” and “dad.” Those words apply to individuals who identify as female and male respectively, which is just not the case with most same-sex families.

Furthermore, such a question reinforces gender stereotypes, which damage all parents, not just same-sex couples. Really ask yourself, what are “dad” things and what are “mom” things anyway. I suspect that such notions are based on some pretty thin logic.

“Did you use a sperm donor?”

I don’t know, did you conceive your child in missionary position? What is your social security number? How many sexual partners have you had? Oh, I thought we were exchanging inappropriately personal information.

“Aren’t you worried that the child will grow up gay?”

Are you worried that your child will grow up to be rude? But in all seriousness, this one is a doozy. This question implies that you believe something is wrong with being gay. Same-sex parents, like all parents, worry about their children’s well-being, not their sexuality.

“What about when he wants to meet his real dad?”

He doesn’t have a real dad. He has two moms. Can’t we all agree that being a “Dad” requires more than an ejaculation?

“Who is the real mom?”

Do you mean, which mom carried the pregnancy? That is a very different question, and not really pertinent. Both moms are the “real” moms.

“Isn’t it confusing that she has two moms?”

I don’t know, how do you manage with only one mom? Children form independent bonds with each parent, regardless of those parent’s genitalia. Kids care that they are safe and loved. That is all.

To gay dads, “Oh! That’s why she’s such a fabulous dresser!” Or to lesbian moms, “But what if she’s a girly girl?”

Okay, do I have to explain that this reinforces stereotypes? No single attribute makes you a same-sex parent other than loving someone of the same sex.

“When did you tell him the truth?”

Do you mean the truth about how the world is filled with ignorant people? Thanks for helping with that lesson! But if you mean the story of his conception, well then, that seems like an odd topic at 9 a.m. on the sidelines of a Pee Wee football game.

“Brittany, this is my friend Katie, Katie is Henry’s mom and she’s married…to another woman! Isn’t that great!”

News Flash: same-sex parents could just be called parents. Tokenism and exceptionalism have no place in parenting. It’s hard enough just getting the kids to school.

Elizabeth Small is a lawyer by training, a writer by nature, and a wife and mother by calling. She is currently writing a book on reproductive ethics.

A lot of time and effort goes into the selection and enrolment of your child in the right crèche. Not only is this first step away from parents and home associated with an extra financial burden for the parents but often also with unexpected health problems for the little one.

The initial excitement often gives way to the reality of a chronically sick child.

This is only made worse by different advices from everybody around you mixed with a degree of criticism of your parenting skills if not interference by the grandparents.

It is important for you as parent to understand as much as possible about the reasons behind crèche acquired infections, their possible prevention as well as reasonable treatment in order to make the right decisions that will affect your child’s and your own wellbeing.

Background on Crèches Although first day care centres appeared in the middle of the 19th century it is only for the last 30 years that crèches have become an almost integral part especially of urban and suburban societies throughout the world.

The reasons are many and include increased urbanisation, double income or single parents, lack of space for caretakers at home, financial consideration, geographical distance from grandparents, stimulation for the child and others.

Therefore for the first time in human history do we pool children, as young as three months or younger, into large groups often in confined spaces. They are entrusted to caregivers, who are often overburdened and sometimes lack adequate training for this task.

What is Crèche Syndrome?

Large numbers of kids in a small confined space allow organisms such as viruses, bacteria but also fungi and even lice or fleas to spread easily from child to child.

Sharing of dummies, bottles, eating utensils and toys help spread disease but so do staff members, who fail to wash their hands or flit back and forth between different age groups of children thereby making the arbitrary separation between them futile.

In addition little children have an immature immune system. They are relatively new “earthlings” and as such have not been exposed to all the bugs and germs that an adult has already dealt with and built up immunity against. Hence every virus introduced into the day care centre is most likely unknown to your baby’s immune system and therefore results in a fullblown cold or flu (see Immune System).

Remember also that many children in day care have older siblings in pre-school or school, who are a further outside source for infections brought into the crèche.

Another important point is the ability of viruses to change their appearance (mutate). This allows them to re-infect a child that has already build up immunity to the virus before the mutation. Despite the fascinating abilities of our immune system we have to acknowledge that viruses are in fact two steps ahead of us.

Finally several anatomical features in small children render them more susceptible to infections. This can be simply due to smaller diameters of air pipes in the lungs or length of e.g. the Eustachian tube resulting in bronchiolitis or middle ear infections (see ABC).

Considering the above conditions, the stage is set for frequently recurring and more often chronic infections in the crèche-going child.

“…the stage is set for frequently recurring and more often chronic infections…”

Therefore crèche syndrome is not a disease as such but continuous infections and illnesses that often go over into one another without healthy periods in between.

The Maelstrom of Crèche Syndrome The chronically runny or blocked nose, coughs, raised temperature, lack of appetite, frequent waking at night, fidgeting with the ears, skin rashes, bouts of diarrhoea, sore throats and vomiting become part of your daily life.

Feedback from the caretaker that your child is feverish or refuses to eat worsens the already gnawing feeling of guilt. Medical or specialist help often fails to make a difference. Hospitalisation is frequently necessary.

This in turn puts more pressure on the parent trying to balance between work, household, family and partner.

The resulting stress is further aggravated by confusing and contrarian advice from media, family, friends, colleagues and medical personnel.

The effect of all this on the parents is often not even considered as the focus is on the child. However the negative feedback that a stressed-out parent has in turn on the wellbeing of the child is another important factor.

More often than not there is no quality time to spend with your child and the early years of development are at best captured in photos but lack in your memories.

The Good Beside all the social advantages of a crèche, there are medical benefits for the child as well. Every sniffle and cold in the end translates into immunity for that specific organism. You might regard this almost as an immunisation.

Little kids are amazingly tough and resilient. Although they might have a snotty nose or a rather persistent cough they often continue with their daily activities as though nothing is wrong.

Rather than further compromising the child, play, laughter and activities boost the child’s immune system.

At some stage of our lives we have to confront all the common viruses and bacteria and build up immunity (see Immune System). If this only happens once the child goes to school it will automatically translate into school days lost, which is less desirable than a few days out of crèche.

Crèche syndrome does not last forever. Your child’s immune system strengthens and becomes better and better at identifying and dealing with bugs surrounding us. After the first two to four years you will notice that infections become fewer and often less severe.

Eventually your child has basically the same number of colds or flus as you have as an adult.

The number of kids in a crèche is directly linked to the frequency of infections. The smaller the number the smaller the pool of organisms. Although children in a small play-group will still share viruses it is often a distinct episode followed by weeks or even months of no health issues rather than permanent infections that become indistinguishable from one another. Ideally groups of not more than five to six children should be sought out.

If at all possible delay the entry into the crèche until the child is two-and-a-half to three years old. Firstly many of the anatomical shortcomings of very young kids will have been overcome (see Anatomy) and hence the child will almost have “outgrown” specific “size-related” health problems. Secondly the older child can communicate much better and is able to e.g. localize pain or cooperate better towards obtaining a diagnosis or during administering treatment.

…majority of children will have regular upper and lower airway infections…

The Bad Often however it is not possible to delay your child’s entry into kindergarten until it is “old enough” nor is it easy to find small groups conveniently close to home or work. In this scenario your kid will most likely become ill frequently. Some children seem to go through crèche without any significant medical problems and others have to be taken out of crèche because of uncontrollable health issues. The vast majority of children however will have regular upper and lower airway infections and to a lesser extent tummy and skin diseases i.e. crèche syndrome. And crèche syndrome cannot be cured.

More important than anything else: make peace with the fact that your child’s health is not going to be the same as before it went to crèche. Often the children are less perturbed by their runny nose, cough or temperature than their parents. It is therefore paramount to approach the ensuing medical consequences of crèche-going with reason, empathy (for the child and yourself as parent) and above all knowledge. This is equally important for the medical staff that is being consulted.

“Antibiotics are often given liberally for infections caused by viruses, for which they do not work.”

The Ugly The maelstrom scenario (see above) leads the desperate parent to frequently seek medical or other help in order to escape the repeated or chronic nature of the child’s symptoms. However parent’s expectations of a completely healthy child can simply not be met.

Remember crèche syndrome is “incurable” and you have to accept some symptoms showing that your child’s immune system is working.

Instead parents put pressure on themselves and health professionals to” cure the incurable”. Both parties are at fault when this results in unnecessary, sometimes harmful and often expensive tests, investigations and therapies.

Due to the on-going nature of the child’s symptoms chronic medication is often initiated, which fails to improve the condition. All medication has side effects, which might even cause worsening of your kid’s condition.

Antihistamines or drying-up medication will reduce the runny nose but at the same time thicken mucus in nose, sinuses and lungs. Thick secretions cannot be cleared so easily by the membranes and can clog passages in nose or lungs leading to worse infections.

Antibiotics are often given liberally for infections caused by viruses, for which they do not work. They will however kill good bacteria in our body. This in turn negatively affects our immune system. Wrong use of antibiotics will also lead to the development of resistance and when it really becomes mandatory to use them they may not be able to eradicate the offending bacteria.

Investigations must have a definite goal and should, depending on the findings, influence further treatment. If regardless of the test result, the treatment will be the same, the test might not be warranted.

Blood tests are always associated with a painful needle prick. X-ray and especially CT investigations subject your child to radiation. Especially when such investigations are performed repeatedly it can lead to harmful doses of radiation on the growing child.

Again sound knowledge on your part as parent and mutual trust between you and the doctor will prevent these unfavourable scenarios.

Treatment Since there is no cure for crèche syndrome, the treatment must be symptomatic and supportive. Bear in mind that the vast majority of infections acquired in crèche are viral and will be dealt with by the immune system of your child. Antibiotics cannot kill viruses but are only effective against bacteria.

…increase temperature is a response of the body towards and infection and can help the immune system…

Classically viral respiratory infections are highly contagious and will therefore affect many children simultaneously or shortly after one another. This is already a good measure for parents and medical practitioners to gauge whether a condition is viral or bacterial. If half the crèche is sick with similar symptoms then it is most likely “a virus doing the rounds”. The expected symptoms are: Fever: increased temperature is a response of the body towards an infection and can help the immune system to fight the infectious agent. At the same time increased temperatures can slow the growth of offending microorganisms. Slightly raised temperatures can be monitored safely and especially if the child is playful, eating, drinking and sleeping normally medication should be withheld. Temperatures above 38 to 38.5 degrees will often be associated with malaise, loss of playfulness and a poor appetite. The response of a child to fever is very individual and treatment should not necessarily be guided by a specific temperature value but rather by the symptoms of the child. The standard medications comprise Paracetamol (Panado), Ibuprofen ( Brufen), Mefenamic acid (Ponstan) and Diclofenac (Voltaren).

Many viral infections are characterised by fluctuating temperatures. Fevers can reach 41 degrees and more and will be associated with a lethargic, miserable child with glassy eyes, a child who does not want to play, feed or sleep.

With or often even without treatment this temperature can come down to normal values (below 37) and your child is acting normally again only to be struck by increasing fever again some hours later. In certain viral infections this pattern can repeat itself for several days.

Concern should be raised by higher temperatures (above 38.5) that do not respond to fever medication.

“Attempts to dry up the secretions are counterproductive...”

Runny nose: the membranes lining the nose and sinuses will produce mucus as a response to any irritation. This can be dust, smoke, pollen or in the case of the crèchegoing child most commonly viruses. The mucus is a defence mechanism and helps clean the nasal passages from irritants or infectious agents. A runny nose is therefore a sign of the local immune system at work and beneficial in restoring healthy clean membranes.

Attempts to dry up the secretions are counter-productive and should be avoided; the motto should rather be ‘the wetter the better”.

Application of topical hypertonic saline-bicarbonate solutions (Kuraflo) is recommended. This will further help the nose at self-cleansing. Crusting is prevented or at least limited, swelling of membranes is reduced and thereby nasal breathing and general comfort for the child improved.

The nose will always be more blocked at night and if saline applications are not effective enough at opening the passages and allowing the child to breathe comfortably, topical decongestants such as Oxymetazoline or Xylometazoline (Iliadin, Otrivin) may be used. This should be limited to use at night for the sole purpose of maintaining an open nose for a good night’s rest. During the day the use of hypertonic saline should be continued.

Any medication aimed at drying up the nose should be used with caution. Although it will look a lot better if the nose stops running, what actually happens inside nose, sinuses and chest is that secretions are still being produced but become thicker and more viscous. This can lead to clogging of nasal passages, sinus canals, obstruction of Eustachian tube or clogging of small air pipes (bronchioli) in the lungs. The membranes will find it more difficult to get rid of these thicker secretions and often the fine hair (cilia) on the membranes will cease working. Thick mucus is full of protein, warm and wet and therefore the perfect breeding ground for bacteria.

The chance for bacterial infections taking place on top of the original viral infection (superinfection) is thereby increased.

Chestiness: Hypertonic saline-bicarbonate solutions (Kuraflo) can be applied as a direct nasal spray or nebulised to reach lungs and bronchi. It is completely safe and devoid of side effects and may be used frequently (up to hourly intervals) depending on the severity of symptoms.

Physiotherapy for the chest in combination with the hypertonic saline nebulisations helps the child to cough up the secretions. Especially very small children are naturally “lazy coughers”. Despite having a phlegmy chest they would not initiate a cough trying to rid themselves of the sputum as older children or adults would do.

“Cough suppressants should be avoided...”

Cough suppressants should be avoided for this reason.

Cough is a natural reflex to forcefully clean the lungs from loose phlegm and secretions or even foreign material. Sneezing is another powerful method of the body to propel out sputum and mucus. Moist membranes allow the lungs to clean themselves, transporting secretions upward toward the throat where they are coughed out or swallowed.

Nebulisation of hypertonic saline-bicarbonate solution directly dilutes secretions in the airways. Added bicarbonate further thins very thick, viscous phlegm. In addition the hypertonic solution triggers the production of more clear mucus in the bronchi, which “washes out” more unwanted infectious or foreign material and similar to its use in the nose reduces swelling of the lining membranes.

Medical or specialist advice must be sought when the condition of your child becomes worse despite your efforts at alleviating the symptoms.

Summary Respiratory infections in crèche are very common and must be managed reasonably. The vast majority of these cases can be treated conservatively with symptomatic support for the child and do not require antibiotics.

First line treatment should consist of hypertonic salinebicarbonate nebulisations for chest problems and hypertonic saline-bicarbonate sprays for nasal and sinus conditions in order to support the membrane function in the airways. Fever medication is used if increased temperature affects the child’s wellbeing or fever increases above 38 to 38.5 degrees.

Power Chocolate Smoothie

By Lisa Raleigh

Ingredients:

Method:

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1 heaped T pumpkin / sunflower seeds 1 heaped T goji berries 1 t raw cacao 2 T chocolate / vanilla protein powder ½ frozen banana / regular banana and a few blocks ice 1 cup coconut water Drizzle honey (optional)

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Blend & Enjoy!!

Healthy Falafels

By Lisa Raleigh

Ingredients:

Method:

• • • • • • • • • • • • •

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1 can chickpeas, drained and rinsed 1 small red onion, chopped 2 cloves garlic, chopped 1 T fresh parsley, chopped 3 T whole-wheat flour 1 t coriander powder 1 t cumin powder ½ t baking powder Himalayan rock salt Black pepper Sprinkle of turmeric 1 small egg 2 T coconut oil

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• • • •

Preheat oven to 190° Celsius.

Blitz all ingredients apart from coconut oil in a food processor.

Pop tray with coconut oil into the oven to melt the oil.

Roll dough into small, slightly flat falafels (cooks faster), making sure they are coated fully in oil.

Pop into the oven for 15-20 minutes, turning at halfway.

Serve with salsa, hummus and tzatziki.

We absolutely Love Lemons, and we’re not the only ones.

Jozi’s Sweetest Actress, Mishqah Parthiephal loves them too!

“I really enjoy lemon and hot water, or a nice cup of honey & lemon tea! It’s my go to drink and I can enjoy it all day long!” says Mishqah.

So we did a little research into the WONDEFFUL benefits of Lemons…

1. Lemons are alkalising for the body: Lemons are acidic to begin with but they are alkaline-forming on body fluids helping to restore balance to the body’s pH..

2. Lemons are rich in vitamin C and flavonoids that work against infections like the flu and colds. Vitamin C in lemons helps to neutralise free radicals linked to aging and most types of disease.

3. Your liver loves lemons! The lemon is a wonderful stimulant to the liver and is a dissolvent of uric acid and other poisons!

4. Cleans your bowels: Lemons increase peristalsis in the bowels, helping to create a bowel movement thus eliminating waste and helping with regularity. Add the juice of one lemon to warm water and drink first thing in the morning.

The citric acid in lemon juice also helps to dissolve gallstones, calcium deposits, and kidney stones.

5. The lemon peel contains the potent phytonutrient tangerine, which has been proven to be effective for brain disorders like Parkinson’s disease.

6. When there is insufficient oxygen and difficulty in breathing (such as when mountain climbing) lemons are very helpful.

7. Lemons have powerful antibacterial properties.

Experiments have found the juice of lemons destroy the bacteria of malaria, cholera, and other deadly diseases.

8. Blood vessels are strengthened by the vitamin P (bioflavonoids) in lemons which thus prevents internal haemorrhage. Also, making it useful in treating high blood pressure.

9. The lemon is the ONLY food in the world that is anionic (an ion with a negative charge). All other foods are cationic (the ion has a positive charge.) This makes it extremely useful to health as it is the interaction between anions and cautions that ultimately provides all cell energy.

10. Lemons contain 22 anti-cancer compounds, including naturally occurring limonene; oil which slows or halts the

growth of cancer tumours in animals and flavonol glycosides which stop cell division in cancer cells.

Her favourite fruit may be a lemon, but there is nothing bitter about Jozi’s sweetest actress!

Mishqah has a wealth of film experience, having starred in the 2010 epic 'White Gold" which told the story of how Indians came to South Africa. After Mishqah starred in White Gold, her outstanding performance caused a ripple effect in the film industry and she has subsequently acted in several films that followed. Her most recent film "Paraya" premiered at this years’ Cannes Film Festival. By the looks of things, Mishqah is ready to take on the world, with Keeping Up with Kandasamy's marking her second international film release at such a young age. When Mishqah isn't on a film or soapie set, her time is spent shooting TV commercials. You may recognise her from the Nedbank, Varsity College, Discovery, first for women or Perfect Touch advertisements.

With such an impressive track record, it's clear that Mishqah Parthiephal has been making all the right moves her transition from the 'Small Screen' to the 'Silver Screen' has been effortless and fluid and we can't wait to buy a ticket to see her in Keeping Up with the Kandasamys.

Follow Mishqah’s journey on Social Media: https://twitter.com/Mishqah_ https://www.facebook.com/mishqah.parthiephal http://instagram.com/mishqahparthiephal

Hearty Veg Salad with Tahini Dressing Shopping Checklist • • • • • • • • •

Potatoes/baby potatoes Beetroot Butternut Fresh rosemary Fresh rocket Pomegranate arils Tahini Garlic Nutritional yeast

Ingredients

Instructions

• • • • • • • •

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360g potatoes/baby potatoes 360g beetroot 360g diced butternut 1 tablespoon olive oil 1 sprig fresh rosemary 40g fresh rocket ½ small tub pomegranate arils A good grind salt and pepper

For the dressing: • • • • • •

4 tablespoons tahini paste 4-6 tablespoons water Juice of 1 lemon 1 clove garlic, crushed 1 tablespoons nutritional yeast Salt to taste

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Preheat oven to 180’ Celsius Dice potatoes and beetroot. Mix with diced butternut Line a baking tray with baking paper and spread out the roasting veg on the tray.

Drizzle with olive oil and season with salt, pepper and rosemary.

Place in the oven to roast for about 75 minutes or until golden brown and cooked through.

In the meanwhile, prepare the dressing by adding all the dressing ingredients into a mixing bowl and stirring until completely combined. Add more water if needed - it should be the consistency of a creamy dressing sauce.

Put your rocket into your serving dish and top with the roasted veg and pomegranate arils Drizzle with 2-3 tablespoons of dressing.

Serve warm or cold.

Hippotherapy and Therapeutic Riding At The Yard on Third

Hippotherapy involves the use of a horse’s movement in therapy. It is a therapy technique that can be used by trained Physiotherapists, Occupational Therapists and Speech Therapists.

How does it work?

The child is mounted on a specially trained therapy horse or pony.

As the horse/pony walks, its movement is translated into the patient.

Through clinical reasoning and evidence based practice, the horse’s movement: Can be guided and changed depending on the client’s needs Is used to get an active response from the client Facilitates functional and more efficient movements in the client’s body The horse or pony used is specifically selected for each client, to make sure it is the right size, gives the desired movement to the client and has the right temperament.

Who can benefit from Hippotherapy?

Hippotherapy is specifically for clients who have moderate to severe motor and/or sensory disorders.

When a child is referred for Hippotherapy, he/she will be assessed by our Physiotherapist. The assessment will: Determine if Hippotherapy will be beneficial and safe for the child Identify any contra-indications to Hippotherapy Aid in developing individualized therapy goals for the child Aid in selecting the right horse for that child The therapist will then work one-on-one with the child towards achieving their therapy goals.

Why does it work?

Hippotherapy is so effective because it influences, enhances and integrates function in multiple systems, including the Sensory systems Neuro-motor system (muscles) The cognitive system.

Hippotherapy is not intended to be done as a treatment program on its own, but as one part of the client’s plan of care.

SAFETY PRECAUTIONS The most important thing to consider when doing Hippotherapy is safety. Horses are wonderful and gentle animals, but they are still a live animal and can frighten easily. Hippotherapy will never be conducted if it is considered unsafe for the client, or for the horse.

The horse will always be led by a trained horse expert, who can recognize signs of discomfort or stress in the horse.

The therapist will walk alongside the horse and the client on one side, and there will always be another person, walking alongside the other side of the horse. This can be a family member or a volunteer.

Therapeutic riding: Therapeutic riding is a horse-riding program that enhances and strengthens movement the child already has through exercise and activity on horseback.

• Therapeutic riding • Is appropriate for children who have minimal to moderate motor and/or sensory disorders.

• Can be a progression of Hippotherapy once the child reaches their Hippotherapy goals • Has the same therapeutic benefits of Hippotherapy • Is usually run in small groups by a professional horse riding instructor.

Our therapeutic riding program at The Yard on Third has been developed in conjunction with our Physiotherapist, who is trained in Hippotherapy.

Contact details: Physiotherapist at the Yard on Third: Angela Kruse 076 347 7177 angkruse16@gmail.com

Benefits of Hippotherapy and Therapeutic Riding: Hippotherapy and Therapeutic Riding can result in improvements in the following areas: • • • • • • • • • • • • • • • • • • • •

Arousal and attention Balance strategies Bi-lateral integration Body awareness Circulation Dynamic postural stability Endurance Midline orientation Mobility of the pelvis, spine and hip joints Muscle tone Muscle strength Musculoskeletal alignment Neuro-motor dysfunction Posture Problem-solving movement strategies Respiratory function Self confidence Sensorimotor integration Symmetry and alignment Timing and co-ordination

Safe Gardening with Dogs and Cats 12 Common Garden Plants Poisonous to Pets

By Stephanie Rose Do you like to garden with pets? Dogs and cats can be great garden company and it’s important to keep them safe. I have had my fair share of four-legged garden helpers and I will say that some needed a lot of training to safely roam the garden, while others were able to work it out on their own. When I adopted a young Labrador Retriever, I quickly needed to learn which garden plants were safe for her to eat and which were not because she ate everything. This was very concerning until I learned about twelve common garden plants poisonous to pets.

I watched my lab one day as she explored the peas. She has seen me pick a pea pod and eat it. I then fed one to her. She loved it! The next day, I went out to the garden to find her eating the entire pea patch in one sitting. I guess she had developed a taste for gardening.

As I looked around the garden, I knew that protecting my vegetable garden was hopeless, but that protecting her from poisonous plants was essential. I researched which garden plants could cause her harm and I was shocked by the results. Not only is the list long, but so many of these plants poisonous to pets are common in home gardens.

While the term “poisonous plants� makes us think of rushing a comatose animal to the vet, many poisonous plants will only cause digestive upset or have an unpleasant flavor that will help the animal learn that not everything tastes as good as fresh garden peas.

I was told a story where a dog ate a bunch of ghost peppers off a backyard bush. Those peppers are not only hot but also dangerous for a dog to eat. The dog needed to spend a few days in the vet’s office and had to deal with terrible burning pain. Luckily, the dog made a full recovery and when he got back home, he wouldn’t even walk near the part of the yard that the peppers were growing in (even though the plant had been removed). This pup will surely be savvier in his future culinary adventures.

While there are some plants that will teach your pet a valuable lesson, there are others that you want to avoid altogether. I have researched and compiled a list of the 12 plants that you absolutely do not want Fido or Fluffy to eat.

Common Garden Plants that are Seriously Poisonous to Pets If your pet eats any garden plants that you are unsure of you should take them to the vet for a checkup, especially if you notice your pet acting strangely, seeming lethargic, or drooling. There are many toxic garden plants that can cause varying symptoms depending on pet size and amount ingested. Often, the poisoning is less serious. But to be safe, it’s a good idea to watch your pets and take them to a vet if there is any suspicion that they may have been poisoned.

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Bulbs: Tulips, Daffodils, Hyacinths, and Autumn Crocus Castor Bean Foxglove Lilies Lily of the Valley Milkweed Oleander Rhododendrons / Azaleas Yew

There are certainly other common garden plants that are poisonous and could have severe consequences. Please look up the plants in your home garden to be sure that you are providing a safe environment for your pets.

Of course, it is impossible to watch them at all times and we can hope that with our guidance they stay away from things that make them sick. If you notice your pet acting out of the ordinary, perhaps more aloof or more cuddly, drowsy, drooling, or with diarrhea, it is worth taking them to the vet immediately to see what could be the cause. You know your pet best, and only you can help them when they need it most.

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