Tag: education

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The Path to Higher Academic Performance in Australian Schools

The question of children being school-ready is something that many parents may be thinking about at the moment, as the end of the year fast approaches and school enrolments are in full swing.

Many parents are confused about what age is the right age for their children to begin formal schooling in a primary school setting and it’s not surprising as the age requirements vary quite a lot across each state of Australia. Currently the law in each state is as follows (via Kidspot):

VIC: Children must be five by 30 April to begin the school year.

ACT: Children must be five by 30 April to begin the school year.

NSW: Children can begin compulsory Kindergarten at the beginning of the school year if they turn five on or before 31 July in that year. By law, all children must be enrolled in school by the time they turn six.

NT: School is compulsory from the age of six. Children can enter non-compulsory Transition at the start of the school year if they turn five by 30 June that year. To enter Year 1 (compulsory) children must turn six before 30 June in the year they are enrolled.

QLD: Queensland offers a year of Prep for children who turn five by 30 June in the year they are enrolled. Prep is not compulsory so compulsory schooling begins with Year 1 when children must be enrolled in the year they will turn six by 30 June.

SA: Children must enroll at school by six years. From 2014, all children will start school on the first day of term one in that year so that every child will have four terms of Reception when they go to school. If your child turns five before 1 May they will start school on the first day of term one in that year. If they turn five on or after 1 May, they will start school on the first day of term one the following year.

TAS: Children must be five by 1 January to be enrolled in Prep, the first year of school. In Tasmania you may enrol your child in non-compulsory Kindergarten if your child turns four on or before 1 January of the year they start.

WA: Schooling is compulsory from the beginning of the year a child turns six years and six months of age. Children must be five by 30 June in the same year to attend the first year of school and it’s now compulsory for children in WA to enrol in Kindergarten or Pre-Primary programs.

According to an article in the Sydney Morning Herald earlier this year, the average school starting age in Australian children is 5.2, based on a study from 2012. This is lower than the majority of other developed countries, as is the rate of preschool attendance among Australian students. Interestingly, the starting age of most of the highest academic performing students was higher, with children commencing at age 6 and in some cases even 7 or 8 years old.

At Bonkers Beat, we are devoted to the wellbeing of children and as such we keep up with the very latest and highest quality research from Australia and around the world.

Therefore, we have developed a policy and encourage parents to enrol their children into our funded 4-year old kinder program, particularly boys, who have turned 4 years old prior to January of the year they will attend.  We note this policy is especially important for young boys because of the time difference in the development of boys and girls brains, ‘and since the brain affects cognitive development, attention and emotional regulation, this impacts a boy’s overall “school readiness,” including activity, attention span, and academic development’ (via Earlychildhood News).

Again, this is in line with international research and evidence of emotional and social developmental stages, which are just so crucial to consider when it comes to ensuring a quality, enjoyable education.

Some parents believe that children starting later can disadvantage them academically but there is no research to support this, while there is ample research to suggest that a later starting age would only benefit children, while there is a clear negative impact from children starting too young.

The argument that some children are moved into school because they are bored at pre-school is one that may unfortunately be valid at times, depending on the pre-school children are attending. This is one of the reasons why we are so passionate about ensuring that kinder programs are able to attain the delicate balance of structured and somewhat challenging learning and school readiness initiatives along with free play at this crucial time before children enter formal education. By ensuring that children are stimulated and excited by their pre-school experience, there will be no need for young children to enter formal schooling before they are emotionally and socially ready and ultimately this will only lead to higher academic performance and educational success for all involved.

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Reaping the Rewards of Reading

We all have a book from our childhood that has special significance, perhaps even several that we treasure and love to revisit even now. The joy of stories and reading is something that Bonkers Beat truly believes in and this is why we are so excited to celebrate Book Week 2014.

The obvious benefit of reading to and with children is the development of great reading ability, but reading also assists in the development of bonding, thinking and numeracy skills. The slogan for this year’s Book Week is ‘Connect to reading ~ Reading to connect’, and is explained beautifully on the Children’s Book Council of Australia website:

“Connect to reading is about enjoying the experience of exploring story, and travelling to other worlds. The reflected slogan Reading to connect, has a broader social meaning, suggesting that reading assists in creating a bond with others. Within the world of the contemporary child, this is also relevant as they read books and they read to connect through a variety of media.”

At Bonkers Beat we often encourage children to act out stories that we read – we’d love to hear your ideas for celebrating Book Week, so please share with us over on our Facebook page!

Following this brilliant week of book celebration is a week to celebrate the core areas of education – from August 25 – 31 Australia will enjoy National Literacy and Numeracy Week (NLNW).

The NLNW website is exceptional and offers a range of useful resources and activities to incorporate Numeracy and Literacy themes into your week. For numeracy activities use this link: http://www.literacyandnumeracy.gov.au/reach-stars; and for literacy activities head here: http://www.literacyandnumeracy.gov.au/literacy-activities-0

It’s a busy couple of weeks for literacy and numeracy! What a perfect opportunity these educational weeks present for us to put a focus on these areas and continue to reignite the passion for learning in each child… and ourselves!

 

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Early Childhood Conference of the Performing Arts 2014

Based on the theme of ‘Learning Through Musical Play’, the 19th Early Childhood Conference of the Performing Arts takes place in Victoria this weekend, presented by the Victorian Orff Schulwerk Association.

As you can imagine, this conference is something that the Bonkers Beat team is passionate about and we are proud to announce that Galina Zenin will be among the exceptional collection of presenters at this year’s conference.

The EECPA 2014 program comprehensively covers various elements of music and education, right through from exploration of holistic education to boosting your confidence and renewing your enthusiasm.

The keynote speaker is a special guest from the USA, Lynn Kleiner and she has a wealth of amazing musical approaches to education to share with us:

Lynn Kleiner will introduce delightful rhymes, folk songs, dances, world music, classical pieces as well as instruments for the youngest music makers. Children become sensitive listeners, considerate participants, & successful musicians. The use of language, movement, rhythm & melody in a game-like atmosphere develops mental concentration, coordination, self-concept & creativity, while building an excellent foundation for future musical pursuits. From the beginning, the ideas & contributions of even the youngest music maker are recognized & encouraged. Everyone, including the adults are viewed as successful music makers.

Where: Genazzano FCJ College, Kew, Victoria
When: August 16 and 17, 2014

To join us at ECCPA 2014, register online here: http://www.vosa.org/index.php/Registration/36-eccpa-2014-registration

To find out more about Lynn Kleiner’s Teacher Training Course held across Kew and Caulfield locations in Victoria from August 16-19, click here: http://www.vosa.org/index.php/events/35-lynn-kleiner-teacher-training-course

 

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Growing Through Emotional Intelligence

Children’s imaginations are racing every day as their various types of intelligence are developed and they continue to learn new things. One particularly crucial area that they are experimenting with and learning about is emotions.

Emotional intelligence and awareness are very important skills for becoming a confident, resilient adult. The Victorian government’s education website identifies the set of skills involved in emotional intelligence, which includes:

  • Knowing your own emotions
  • Recognising and being sensitive to other people’s emotions
  • Knowing how to calm down when you are upset or angry
  • Developing the skills of restraint—knowing when it is wise not to say or do something.

 

Here are some ways you might like to consider developing children’s emotional intelligence:

  • Emotional literacy – identifying emotions in others and in ourselves, giving them a name so they can be acknowledged, accepted and dealt with in an acceptable way
  • Activities focused on expression of feelings  – instead of writing about how something made them feel, younger children may like to draw how they felt during a certain time
  • Conflict resolution role play – demonstrating and working with children to show them how to find a solution to a problem with others in a fair and measured manner
  • Reflecting on triumphs – encouraging children to remember times where they came out on top facing a challenge to assist them with developing optimism

(Reference: http://www.happychild.com.au/articles/teaching-emotional-intelligence-how-schools-can-educate-children-for-life)

Whether at home or within a childcare or kinder setting, the first step towards promoting positivity and wellbeing when it comes to emotions is allowing children to see that all feelings are okay, including the bad ones. A fantastic article on Berkeley’s ‘Greater Good’ site makes a powerful comment: “Terrible feelings like jealousy and fear and greed are invitations to grow, to understand ourselves better and to become a better person. When you see these “undesirable” emotions in children, think of them as opportunities to both learn more about their inner-world and—importantly—to teach them how to deal with negative emotions now and in the future.”

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Engaging Multiple Intelligences

When it comes to education at any level, we often see great emphasis placed on two areas of intelligence – verbal or English and maths. Intelligence quotient (IQ) tests and many academic tests predominantly measure aptitude in these areas. While we believe in the importance of these areas, we are also passionate about the idea of each person having multiple intelligences’ and that each one of these areas should be nurtured in early childhood education and beyond.

The term ‘multiple intelligences’ refers to a theory by American developmental psychologist Howard Gardner, who proposed that there are eight kinds of intelligence and of course we each possess skills within these. The eight areas Dr Gardner identified are:

Musical – a great understanding of music and often enjoy singing or tapping away
Linguistic – talented when it comes to words. These children may enjoy reading, writing and telling stories
Logical-mathematical – ability in maths and patterns. Skilled in strategy games
Bodily-kinesthetic – great physical ability when it comes to sports and expressing oneself physically
Spatial – often think visually and have well-developed artistic ability
Intrapersonal – understanding of their own emotions and desires with the ability to be self-motivated
Interpersonal – perceptive and leaders among peers with exceptional communication skills and ability to understand the feelings of others
Naturalist – a natural aptitude for recognising and classifying elements in nature, from animals to plants

Here are some really great links that offer comprehensive information on how to identify where one’s strengths lie when it comes to these seven areas, as well as supporting and opposing theories and the eights type of intelligence that Dr Gardner later identified: ‘naturalist’, referring to an ability to recognise elements in nature.

LINKS:
http://childdevelopmentinfo.com/learning/multiple_intelligences/
http://www.examiner.com/article/what-are-multiple-intelligences
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=251
http://www.professorlamp.com/ed/TAG/7_Intelligences.html
As you can see, each child can fit into many of these intelligence categories to varying degrees. This broader view of intelligence equips educators and parents alike with the ability to teach in a way that can enhance these areas and allow children to blossom in the areas they are naturally destined to excel in.

Visit the Bonkers Beat Facebook page and share your ideas when it comes to educational techniques that focus one or more particular areas – we’d love to hear from you.

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Grandparents & Special Friends Day Celebrations

With Mothers Day in May and Fathers Day in September, at Bonkers Beat we have always found July to be the perfect time to host Grandparents Day.

The relationship between grandparents and their grandchildren can be varied – some are very close and play a huge role in children’s every day lives, while others may not be as close and perhaps even live quite far away or are no longer with us. Whatever the case may be, the grandparent role is very important in children’s lives and where a close grandparent is not be in the picture, children may have a ‘special person’ who they look to outside of their home such as an uncle, aunt or perhaps a close friend of their parents.

To quote the Raising Children website: ‘One of the great things about becoming a grandparent is loving and caring for your grandchild without being responsible for him in the same way his parents are’. And it’s easy to imagine what a special relationship can flourish from this bond with a child!

Research has shown that there are mental health benefits to maintaining a good relationship with grandparents as children get older, with both parties less likely to suffer from depression as a result of their bond. In fact, the same researchers highlighted the benefits of extended family for children, saying that these relationships are more important today than ever before.

Grandparents & Special Friends Day within centres can be a fantastic way of celebrating these support networks for children by giving them the opportunity to show their love and appreciation. Here are some suggestions and ideas from Bonkers Beat if you’re brainstorming activities:

-Create an ‘I Love You because…’ card and children can offer a special reason
-Create a photo frame as a gift
-Create a collage together of things that remind them of their relationship
-Sing some special songs together
-Play instruments together in a music session
-All children act out a favourite book for the grandparents/special friends
-Yoga and wellbeing activities with grandparents/special friends
-Grandparents/special friends may enjoy sharing a snack with the children
-Children might like to give grandparents/special friends a tour of their room

Here’s a link for you to find some great printables and other ideas for your Grandparents & Special Friends Day: http://activityvillage.co.uk/grandparents-day
Do you have some amazing ideas for Grandparents & Special Friends Day? Share them with us on the Bonkers Beat Music & Wellbeing Facebook page or comment here!

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Sleep Well, Play Well, Learn Well

Most experts agree that children between 5 and 12 need about 10 hours, even 11 hours of sleep per night – children under 5 should be aiming for 10 to 12 hours of sleep each night as well as a nap or at the very least some quality rest time during the day.

As much as we tend to realise that the body needs sleep to physically rejuvenate us it also helps children to grow and assists the immune system. Our brains also rely on sleep to function properly – researchers often say that they believe the brain uses sleep to sort through information, solve problems, organise your thoughts and generally restore itself. It is safe to say that fulfilling the sleep and rest quota each day for children is imperative to their overall ability to function, both physically and mentally. It’s not surprising that children who don’t get enough sleep or rest time can be irritable and struggle to concentrate and perhaps feel clumsy.

Educators should remember that the National Quality Standards Quality Area 2, Element 2.1.2 specifically refers to centres making sure that “each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation, which in turn directly supports Element 2.1 as a whole – promoting the health of the children. (See below from NQS Quality Areas).

The amount of sleep different children require is, as with adults, an individual thing. There should, however, still be an emphasis on ensuring that children are sleeping enough, resting enough and that these are quality sleeps and rests to maximise what your child/ren can get out of every day.

We all know that sometimes it can be a challenge to get children to sleep, but there are ways that you can make it easier for children:

-Keep up a regular routine where children can come to understand that rest or sleep time is approaching. Routine can help children mentally and physically prepare;
-Try some relaxation exercises or reading a book in the lead up;
-Make sure children get ample fresh air and physical activity;
-Ensure children are comfortable and not hungry, thirsty etc before they settle down to rest/sleep.

It is so important to remember that even if children are sleeping well overnight, a day nap is necessary right up until about the age of 3. While some 4 and 5-year old children may still take a short nap during the day, many don’t, but they should be having periods of rest and relaxation to maintain those high energy levels all day long.

You can find more information and tips about children and naps from the Victorian government website Better Health here: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sleep_children_and_naps?open

If you’d like to read more about different types of sleep and sleep across different ages, you may like to visit: http://sleepfoundation.org/sleep-topics/children-and-sleep.

Don’t forget to look at your own sleep patterns too – even adults can improve the way we function in our daily lives simply from ensuring we get a decent amount of sleep and that it’s quality sleep and rest. After all, you need all the energy you can muster to keep up with the kids!

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Sustainability Practices & Beyond…

Earlier this month World Environment Day took place, with its major goal to increase awareness of environmental issues and encourage sustainability across the globe. World Environment Day lands on June 5 every year and is a United Nations initiative that has been embraced by many people in various countries and sees them get inspired to take positive environmental action.

With the environment in mind, we want to highlight how sustainability practices not only help the world become a better place for all, but can assist you in improving your NQS Rating.

ACECQA’s most recent newsletter takes a look at a wonderful, lush service in Toowoomba, Queensland and the incredible work they have done including the introduction of a worm farm at their centre. Of course, many other services have less space and their surrounding area may not be as nature-rich, but there are always ways to improve the space you are working with. To have a read of ACECQA’s newsletter about sustainability, click here.

Standard 3.3 of the National Quality Standard states:

‘The service takes an active role in caring for its environment and contributes to a sustainable future.’ 

According to ACECQA, Quality Area 3 – Physical Environment and Standard 3.3 as mentioned above, are areas that often prove to be challenging for centres, with a Working Towards NQS Rating the most likely result across over 5,500 assessed centres.

Bonkers Beat is very proud to have achieved an Exceeding NQS Rating for this area, which was the highest rating achievable at the time.  This is why we want to share our sustainability practices with you!

Bonkers Beat Aspendale was recently filmed for a training video about incorporating sustainability into services, and you can watch the video to enjoy a brief tour of the space that we have created: ‘Environmental Sustainability Program at Bonkers Beat Music Kinder Aspendsale’

We believe that we can all contribute to a sustainable future, and you may even find some of our ideas could work at your home!

Unfortunately, we can only share a short, edited version of the video as they are specifically being used for training, but we always welcome visitors to our centre, so if you’d like to come along and see more of Bonkers Beat for yourself, get in touch to arrange a visit!

Many thanks to Child Care Centres Association of Victoria for running a very valuable General Members Meeting last night in Melbourne and inviting Mary Jeavons from ‘Jeavons Landscape Architects’.  Mary presented a fantastic session on the planning and design of outdoor spaces in children’s services. To support our previous discussion, she highlighted the importance of outdoor play and influence of the natural environment on children’s overall development.

Not only are our sustainability practices working towards a better world, we are able to offer a hands-on teaching experience for children to learn how to care for the environment – and this is surely the ultimate way of looking out for the future!

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