Category Archives: Family

Who’s watching?

This week in her fascinating post at the Carrot Ranch Charli Mills challenged writers to In 99 words (no more, no less) write a story that includes a watcher.

153

From the moment of birth children are watchers, learning from their observations of the world around them – objects, people, actions, interactions. The adage “Do what I say, not what I do” holds little significance for young children. They may do what you say, but they are more likely to mirror what you do. For this reason, it is important to model the behaviours you wish children to emulate; for example, kindness, patience, empathy, truthfulness, tolerance, understanding. You need to be the type of human being you wish them to be. Example is a powerful teacher.

Dorothy Law Nolte summed it up in her poem Children Learn What They Live.

Watching is also important to teachers, especially early childhood teachers who spend a lot of time observing children to discover more about their learning needs. Learning in this sense is not confined to the academic. It involves regard for the whole person, especially social-emotional development. So much of what we learn about getting along with others is learned in the early years. While the teachers are watching the children, the children are watching them.

Thank you to my wonderful students, and their lovely Mum who made this for me!

Thank you to my wonderful students, and their lovely Mum who made this for me!

But children’s observations are not confined to the home or classroom. They are constantly watching the behaviour of others, learning about interactions and what is, and is not, acceptable. The responsibility for developing the kind of world citizens we want lies not solely with parents and teachers. We must all be mindful of the influence our actions may have upon the expanding world knowledge of those around us. That’s not to say we should be perfect. (Thank goodness, or I’d have been shot long ago!) We just need to be aware that little eyes (and big eyes) are watching and learning.

The way new situations are approached can vary according to personality as much as to the behaviour that has been observed in similar circumstances. Sometimes the expectation seems to be that, if children are put with a whole bunch of other kids their age, they will make friends easily. But that is no more likely than if a bunch of people my age were thrown together. Some of us are outgoing and feel comfortable talking with unknown others. Some like to observe for a while to determine an approach with which we may feel more comfortable.  Some require support to venture into unknown territory.

For my response to Charli’s prompt, I have written about a little one, hurt in the past and now facing a new situation, hesitant to make the first move. When children are taught to be accepting of and friendly towards others, reluctance can turn into confidence. I hope it works.

Friends

He stood at the periphery, silently observing, calculating their disposition, weighing his chances. Were they friend or foe? Appearances could be deceiving, as could his gut reaction.

They seemed harmless enough; but his sweaty palms, throbbing temples, and churning belly turned his legs to jelly. Even breathing was a struggle.

He became aware of someone tugging his shirt. Though unsure if she was talking or mouthing, he understood, “Would you like to play?”

His head would neither nod nor shake, but she led him by the hand anyway.

“Hey, everyone! This is Amir,” she announced.

“Hi Amir!” they chorused.

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.

You’re not allowed!

child-1439468_1920

How many of these did you hear when you were a child?

  • You’re too small
  • You’re too big
  • You’re too young
  • You’re too old
  • It’s too far
  • It costs too much
  • It’s too dangerous
  • Girls don’t do that
  • Boys don’t do that
  • It’s too …

Sometimes it was difficult to find an activity that, like Baby Bear’s bed, was just right. Oftentimes it was only ‘just right’ in the eyes someone wielding the power; and not always in the eyes of the one wishing to have, do, go, or be. Setting limits is often easier than chasing possibilities.

starr-cline-creativity

Many years ago I read What Would Happen If I Said Yes?… A Guide to Creativity for Parents and Teachers by Starr Cline.  Cline writes about creativity, emotional intelligence, giftedness, intelligences, diversity, and the power of “Yes”. On her website, she makes this statement:

“After years of observation and research, I have drawn the following conclusions:

  • Everyone has the ability to create.
  • The external environment is critical in the development of one’s potential, whether it be in mathematics, language, the arts, etc.
  • Individuals may have one or more areas in which they excel
  • IQ scores do not reflect specific talents or abilities
  • Creativity begins diminishing at about third grade”

I’m inclined to agree, and feel especially sad about the last point she makes.

What Would Happen If I Said Yes? challenged me to think about ways in which I could parent (and teach) more positively and encourage, rather than inhibit, creativity; encourage a willingness to try new things; and to avoid placing unnecessary limitations upon others and myself. I can’t say I was entirely successful, but I did make some gains.

In the book, Cline suggests that you “STOP every time you are about to say no. THINK about what might happen if you said yes!”  Consider the worst scenario that could occur if you said yes, and whether it would be really that bad, or even likely.

She says to consider why you may say No.

“Is it because …

You don’t want to be bothered

It wasn’t your idea

It’s a habit

Someone treated you that way

It makes you feel powerful”

She reminds that the messages saying “No” often sends are:

“Your idea is stupid

You are stupid

You’re not capable

You’re not worth it.”

In the long term, are these negative messages more important than a temporary inconvenience, or than the benefits that would accrue from positive responses?

But don’t get me wrong. Cline doesn’t suggest you just say “Yes” to everything. She says that sometimes you may need to come up with a creative way of saying no. She provides many ways of doing so in her book, which I recommend as a great read for both parents and teachers.

Even as adults we can find ourselves in situations where certain things are not allowed and rules are imposed, such as in the workplace or in clubs and other organisations.

Sometimes the things we are not allowed to do are self-imposed limits; we may not allow ourselves to do things because:

  • It’s scary
  • It’s unfamiliar
  • We feel uncomfortable
  • We don’t know anybody there
  • It costs too much

camping-1289930_1920

Sometimes, as I explained about my attitude to camping in a previous post Around the campfire, we make choices and find ways of justifying our decisions, at least to ourselves if not to anyone else. There are many reasons I choose to avoid camping, many other things I’d prefer to do, and I don’t often consider myself to be missing out.

Although I can appreciate camping’s appeal to others, it was only when I read a late comment by Bruce Mitchell that I began to consider some of the wonders, including Antarctica, I had missed. Maybe I’ll be more adventurous next time round!

This week at the Carrot Ranch Charli Mills has challenged writers to In 99 words (no more, no less) write a story about something or someone not allowed

In her post, Charli speaks of many injustices, including the rules that say who is and is not allowed to vote in elections in the United States. The rules affect many, for many different reasons (or petty excuses based on power) and tend to be divisive rather than inclusive.

charli-mills-gift

Charli says that,

“The greatest gift you can give is to allow another. Allow someone else to listen to their favorite music. Allow someone else to tell you their story. Allow someone to connect to you even if you feel harried. Smile back, nod, acknowledge, empathize. Be loving. Some among us have denials you can’t see stamped upon their countenances because of circumstances.”

While deciding what we will or will not allow our children to do may seem trivial in comparison, surely bringing up our younger generations to be confident, independent, responsible, and accepting of others, allowing them to join in; creating an inclusive society, is something to strive towards. Perhaps if we allow our children, they will allow others.

For my response to Charli’s flash, I’ve gone back to childhood. Where else? I hope you enjoy it.

Not allowed

She knew they were in there. She heard their chatter. Her knocks began timidly, then louder. The room hushed. There was rustling, then padding feet. She waited. The door opened a peek. Her loving sister’s smiling face appeared, then contorted unrecognisably.

“You’re not allowed!” the monster screeched, and slammed the door.

She froze – obliterated, erased, smashed to smithereens. She was nowhere, nothing. Why? What had she done?

She could only shrug when Mum asked why she wasn’t playing with her sister.

Later, at dinner, she viewed her sister’s sweet smiles cautiously. Was she real? When would the monster reappear?

thank-you-1200x757

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Once was a dog

grenny

I am not a dog person. In fact, I am not a pet person at all. The only pets I ever owned were short-lived: goldfish, fighting fish, hermit crabs, and billabong bugs. I was successful at keeping caterpillars in the classroom and observing them grow, pupate, and emerge as butterflies. But they couldn’t really be classed as pets. I’ve written about this before here.

I know all the theories about pet ownership; especially for helping children develop a sense of responsibility and care for others. I know about the contribution of pets to the physical and psychological health of their owners of all ages through the companionship and unconditional love they offer. I am touched by the heart warming story of Noah Ainslie, a little boy suffering from autism, and the difference his service dog Appa has made to his life, and the lives of his family. Please help if you can.

screenshot-2016-10-10-19-53-42

It would not be unrealistic, with my focus on nurturing young children, to expect that I would be a pet owner. However, I’ve never been inclined to make the commitment required

My parents were both country people who moved to suburbia to raise their large family. There were never any pets. They said that dogs didn’t belong in towns. The dogs they were used to were working dogs, never pets. I guess there were enough mouths to feed without adding pets to the mix as well.

Unlike for some, lack of a pet as a child did not induce me to want one on reaching adulthood. Consequently, my children also missed out. Daughter had some mice, rats, and a guinea pig at various times; but nothing to compare to a “real” pet, like a cat or a dog. As soon as she moved into a house that allowed pets, she and partner went out and got themselves a dog.

screenshot-2016-10-11-20-21-38

I must say, Ziggy is a gorgeous dog with a happy, friendly, easy-going nature. If I was going to have a dog, he’d be it. I’m beginning to get an inkling of the relationship between humans and their animal friends. There is definitely something very special about it. However, I’m still not interested in forming an attachment of my own.

Ziggy is a very special dog with very special owners. You can get to know the three of them in this video. (Watch from 11:.24 – 15:20.)

Unfortunately the video may not play for those residing outside Australia. Thanks to Anne Goodwin for alerting me to the fact.

screenshot-2016-10-11-20-21-12

Ziggy’s innovative surgery put him in the spotlight for a little while. His story was also featured on the Tripawds blog

ziggy-on-tripawds-blog

and ABC News

screenshot-2016-10-10-19-24-20

The importance and depth of the human-pet relationship was reinforced for me this week when Charli Mills of the Carrot Ranch reported that her big brown canine friend Grenny was gone.

Charli was devastated by his unexpected passing and shared stories of his special abilities and the ways in which he added to their lives. Her post is a wonderful tribute to Grenny’s life and his contribution to theirs. Charli asked writers to share stories about big brown dogs this week.

Charli said, In 99 words (no more, no less) write a story about a Big Brown Dog. I just want to read Big Brown Dog stories this week. I know dogs aren’t everyone’s cup of tea, but you can write about that, too. Keep it happy, write something funny, surprising or tender. Thank you.

Well, Charli knows that dogs aren’t my cup of tea. She also understands that, with no personal experience on which to draw, I feel inadequate to respond appropriately to her situation, other than offer my heartfelt sympathies. As for writing, I could come up with nothing other than nonsense which I don’t consider at all appropriate.  Other writers have written beautiful brown dog stories for Charli.

Please follow the link to read Charli’s post, the lovely comments, and the beautiful stories.

Instead of a flash, I’ll leave you with a few picture books about pets you might like to read:

A Pet for Mrs Arbuckle by Gwenda Smith

a-pet-for-mrs-arbuckle-by-gwenda-smyth

What Pet Should I Get? by Dr Seuss

lifetimes

Lifetimes by Bryan Mellonie is a beautiful book for explaining death to children. It’s great to read at any time to help children understand that every living thing has its own lifetime. It is also great to read when the death of a pet is imminent or occurs. Understanding that death is a part of life, helps with the grieving process.

Breaths - life is not measured

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.

 

 

 

 

The first goodbye

20

The first goodbye between a parent and a child will elicit a range of emotions from each. The feelings, and responses, of both parent and child, are dependent upon a range of factors including who the child is being left with, how well the child and the substitute carer know each other, the feelings of all parties about each other, the circumstances, the environment, and the list goes on.

A parent who feels empowered by the decision, and views the child’s new situation positively, will accept and adjust to the change more easily. That’s not to say a parent won’t feel some sense of loss and anxiety as well, but it is important that the child is prepared with reassurance rather than the negativity of anxiety or concerns. A more confident and secure child will view the situation with positive expectations.

Anne Goodwin, on her blog Annecdotal, often refers to attachment theory, and the responses of children to real or imagined abandonment. In her post Compassion: Something we all need Anne shares the following video, explaining that

“Research psychologist Mary Ainsworth developed an ingenious method of assessing whether or not an infant has developed secure attachments. In the Strange Situation, babies play in a comfortable room until, at a given signal, the mother leaves. What distinguishes securely from insecurely attached infants, is not how they behave when the mother (or other primary carer) leaves, but whether they are able to settle on her return.”

She continues

“Research suggests that about two thirds of the population can be categorised as securely attached. That’s a whopping one third of us who aren’t.”

The research also suggests that how secure children feel in their infancy influences how secure they feel later in life. A sense of security influences one’s ability to adapt to change and new situations.

It is not unusual for children, or anyone, to feel a little apprehension in a new situation. A more secure individual generally accepts and adapts more easily.  When carers drop their children at child care, kindy, or school, they may be advised to “drop and go”. Mostly the children are fine once the parents have disappeared and the children have time to settle.

36

If children experience more difficulty than most, or if it occurs for a prolonged period, causes may need to be investigated. Sometimes a child may suffer from anxiety. Sometimes the environment may not be welcoming or appropriate to the child’s needs. Happy, secure, confident children will always face new situations better than those who feel anxious and insecure.

father and child

Parents can help children prepare for that first day of kindy or school by:

  • Talking about what to expect and the fun things they will do
  • Having special items for the child to take or wear; for example, a back pack or lunch container, hat or shoes
  • Rehearsing the journey
  • Visiting the kindy or school, and meeting the carers or teachers if possible
  • Writing happy messages (in words or pictures) to be found in bags, or lunchboxes
  • Establishing routines, including the goodbye routine

Hey I love you with quote

While the routine doesn’t have to be as elaborate or serious as that in Ian Whybrow’s Hey, I Love You!, a signal that the parent is leaving is useful in making the break. It doesn’t have to be immediate. Depending on the practices established, parents may be able to accompany the child to the door, or into the room.

I always welcomed parents to come in with their children in the morning. The children could show their parents around and discuss work we were doing. Parents could help children organise their belongings, and talk to other parents and children. When it was time for work to begin, I would play music that would signal children to join the song or dance, and parents to take their leave.

This week at the Carrot Ranch Charli Mills is talking about goodbyes. She is on the move from a place to which she felt attached, to a situation unfamiliar. She is sad at leaving but is able to view with hopefulness the situation to which she is moving. Charli has challenged writers to

In 99 words (no more, no less) write a story about a goodbye. It can be the last polka until next time; a farewell without end; a quick see ya later. How does the goodbye inform the story. What is the tone, the character’s mood, the twist? Go where the prompt leads.

Usually I post my response as the deadline draws close. However, as she is on the move, Charli has extended the submission period. If you would like to join in with a flash fiction “goodbye”, you have another week until September 13 to do so.

Here is my response to the challenge.

A goodbye clapping song

(Parent and child chant the verses together or take turns, changing the pronouns to suit. They begin by clapping their own, then each other’s’ hands. On the last three beats of each line, they clap each other’s hands. The pattern for each line is “Own, other’s, own other’s, own, other’s. other’s. other’s. On the last line they smile, wave, blow a kiss, and leave! It’s meant to be a bit of nonsense and a bit of fun establishing a goodbye routine.)

It’s time for you to go, go, go

I’ve lots to do and can’t be slow.

It’s time for me to fly, fly, fly

Upon my broom into the sky.

It’s time for you to leave, leave, leave

I will be happy, do not grieve.

It’s time for me to run, run, run

And jump so high I touch the sun

It’s time to say goodbye, bye, bye

You’ve work to do and so have I.

I’ll blow a kiss, and smile, smile, smile

I’ll see you in a little while.

Bye. Have a good day. Love you!

 Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Digging for dinosaur bones

Dinosaur Adventure, Norwich © NorahColvin

Dinosaur Adventure, Norwich
© NorahColvin

My family has had a love affair, some might say obsession, certainly a fascination, with dinosaurs for almost forty years. My son initiated the affair when he was about three after being undecided whether to watch or not when dinosaurs burst onto the drive-in screen in One Million Years BC. I’m not sure when I first discovered dinosaurs, but It may have been at the same time.

By the time Rob was four, like many children, he knew the names of a great number of dinosaurs and could rattle off screeds of information about them. It had been a steep learning curve for all of us, though he remembered far more than I. A travelling encyclopedia salesman was so impressed by his knowledge that he gave him a book about dinosaurs. (I’d already purchased; it wasn’t an incentive.) Later, his little sister Bec shared his interest.

dinosaurs at museum Jan 91

© Norah Colvin

Now the affair continues with Rob’s own children. Six-year-old G1 can name and identify far more dinosaurs than I realised existed.  His younger sister G2 is not far behind. Such is the power of these mighty, and not so mighty, beasts to excite the imagination. The entire family become dinosaur experts in support of the children’s quest for knowledge.

I recently accompanied the family to the La Brea Tar Pits in Los Angeles, and the American Museum of Natural History in New York. I have mentioned this previously here. Both were wonderful learning experiences.

© Norah Colvin

© Norah Colvin

La Brea Tar Pits is a museum located at a fossil site where there are ongoing excavations. In the grounds, we saw realistic sculptures of prehistoric woolly mammoths trapped in the tar. Inside, we saw fossilised skeletons removed from the tar pits; including skeletons of animals such as mammoths, sabre-toothed cats, dire wolves, and camels. Yes, camels originated in North America.

© Norah Colvin

© Norah Colvin

Walking the grounds, we had to sidestep the smelly tar that still oozes in puddles around the site. It’s an amazing experience, walking on the same land where these prehistoric creatures walked, their presence almost tangible. In an enclosed area, a group of paleontologists were working with fossils recovered from the site. Scientists use these fossils to help construct our understanding of life before human history began.

What I find interesting about the understandings derived from these fossils, is that much of it is guesswork; educated guesswork, yes, but fossils tell only part of the story. The rest must be filled in using knowledge of contemporary and recorded life. Sometimes assumptions are made, especially when only partial skeletons are found, that must be altered when, or if, complete skeletons are found.

American Museum of Natural History © Norah Colvin

American Museum of Natural History © Norah Colvin

I was very impressed with the way this aspect of science was dealt with in the American Museum of Natural History. Many signs informed us that scientists don’t know for sure, but that they have substantial evidence for making their assumptions. Other signs told of claims that had been revised as new information was discovered. I appreciated being told, in essence: “This is what we know, this is what we think, and this is the evidence to support our claims.”

This talk by palaeontologist Jack Horner, which I discovered via a link from Charli Millspost, demonstrates the process with some fascinating dinosaur discoveries and assumptions.

This recent BBC article Meet Nanotyrannus, the dinosaur that never really existed provides additional evidence to support Horner’s claims.

© Norah Colvin

© Norah Colvin

A study of dinosaurs provides many opportunities for learning across the curriculum and what a great way to incorporate children’s natural interests and curiosity when looking at topics such as scientific method, evolution and climate change.

I’m grateful to Charli Mills at the Carrot Ranch for the incentive to write about this topic with her challenge to In 99 words (no more, no less) write a story that features a fossil or uses the word in its variant forms (fossilize, dino bones, petrification, gastroliths, ichnofossils, etc.)

Since “discovering dinosaurs”, so to speak, I’ve always thought how wonderful it must be to unearth a great find. I haven’t made it an ambition, but I appreciate the potential for excitement. Here’s my response to Charli’s challenge. I hope you enjoy it.

Old Bones

She scratched at the surface tentatively at first, all senses keened, certain of imminent success. She’d uncovered bones here before. Usually one meant there’d be more. All it required was patience and persistence. Suddenly she contacted something more solid than the surrounding earth. She froze. Then exhaled. Could this be the object of her search? Frantically she scraped away the surrounding soil, exposing her find. She stepped back momentarily, assessing it, assuring herself it was real. Then with one final swoop, she removed the bone as carefully and proudly as any paleontologist would a dinosaur bone. “Woof!”

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.

 

How do you know?

49

Being able to verbalise the steps taken to arrive at an answer or a conclusion is a valuable skill. It is particularly important with mathematical thinking, even at beginning stages. Sometimes it feels as if the answer appears without the need for thought. Of course we aim for this with automaticity of number facts and times tables. However, I am referring to problems that may involve two or more different calculations.

maths problem

Unless one understands the processes involved in solving one problem, it can be difficult to apply the same strategy in other situations. Sometimes it may be difficult for a teacher who finds the answer effortlessly to understand a learner’s confusion leading to mis-steps and miscalculations.

I generally collect my six-year-old grandson (G1) from school once or twice a week.  Now that he’s a big year one boy he thinks he doesn’t need to hold my hand to cross the road. However, there is a bit of traffic around his school and I prefer him to do so, telling him it’s for my safety too.

holding hands to cross road

One day I, erroneously, told him he needed to hold an adult’s hand until he was ten. (Ten is closer to the age for riding a bike unsupervised.) While this post is about mathematical thinking rather than traffic safety, if you wish to do so, you may find some information about traffic safety with young children here.

Always on the lookout for teachable moments that encourage thinking, I then asked if he knew how many more years it would be until he was ten. It was a bit of a redundant question because, of course he did. He is an able mathematician, just like his dad who constantly extends his ability to compute and think mathematically.

When G1 didn’t answer immediately, I assumed that he was either ignoring my question as it was too easy for him and not worth answering; or that he was thinking of the implications of my initial statement about holding an adult’s hand until he was ten.  Then again, perhaps teacher-type questions from GM are sometimes better ignored, particularly after a day in school. I was happy to accept his silence as we continued across the road and didn’t press him for an answer.

Once safely on the footpath he said, “It’s four.”

“Know how I know?” he continued, pre-empting my question (he knows his grandmother well).

He held up both hands. “Because 5 and 5 are 10.” (He put down 4 fingers on one hand.) “And that’s 6. And 4 more makes 10.”

6 + 4 = 10

Although I hadn’t asked how he knew (on this occasion), I was pleased he was able to tell me, even though, in reality, he “knew” without having to work it out. On previous occasions when I had asked him how he worked it out, or how he knew, he hadn’t always provided an explanation. He may have shrugged, said “I don’t know” or simply ignored my question. Being able to explain his thinking demonstrates his growing mathematical knowledge and metacognition.

The ability to think through and verbalise steps is important to understanding. How many of you talk yourself through steps of a procedure you are following? I certainly do at times. While knowing that six plus four is ten is an automatic response for most of us. It wasn’t always so and we needed a strategy to help us understand the concept and recall the “fact”.

Opportunities for mathematical conversations occur frequently in everyday situations but are often overlooked. Recently I described some ways the children and I discussed different ways of combining five of us on an outing to show that 3 + 2 = 5.

maths in the car

Recently when two grandparents and two grandchildren were travelling together in the car four-year old G2, without any prompting from me, began describing how we could be combined to show that 2 + 2 = 4, for example

2 adults in the front, 2 children in the back, that makes 4. There were many different ways that we could be combined; and just as many that would group three together and leave one out, for example

1 driver and 3 passengers.

We had other mathematical discussions during that car trip. I had cut an apple for each child into a different number of pieces. Each was to guess how many pieces there were. G1 went first. I’d introduced him to prime number just once previously when I’d cut his apple into seventeen pieces so I didn’t expect him to be proficient with them. He certainly wouldn’t have been introduced to them at school at this stage.

These are the clues I gave him, the guesses he made and my responses supporting his growing understanding. I thought he did very well. He requests a guessing game each time I cut apple for him now. It’s sometimes a challenge for me to think of new clues.

pieces of apple

 

I had cut 15 pieces for G2. G1 helped her work it out when I told her that she needed to count all of her fingers and the toes on one foot.

For an additional challenge I asked G1 if he knew how many fingers and toes there were in the car all together. He thought for a moment before giving the answer. Then proceeded to tell me how he knew as I started to ask. He explained that he had counted in twos because each of us had twenty, and counting twenties was just like counting twos but they’re tens. A quicker and more effective way that adding on twenty each time which I may have suggested he do.

Asking how do you know or how did you work it out helps children think about their own thinking. Listening to their responses helps adults understand where they are in developing mathematical concepts. Asking questions about their thinking can challenge and extend them further, but it is important to not expect too much and to support their developing understanding.

What maths did you engage in today? Did you even realise or was it automatic?

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Home is where the start is

© Norah Colvin

© Norah Colvin

Early childhood years, from 0-8, are the formative years. It is during these years that most is learned. Children learn about the world through their explorations. They learn about themselves through the responses they receive from others, and learn about others through these responses also. Attitudes to most things begin in the home.

Children require warm, nurturing, positive relationships that demonstrate the way life should be lived, in actions, not just words. As Anne Goodwin, former psychologist says, the interactions with significant adults will greatly influence the adult that the child becomes.

If home is where it starts, then we can’t wait until the children are of school age. By then it’s too late. It is relatively undisputed that it is difficult for children to catch up what may have been missed in those early years. Sadly, much of the intense formal work in school does more to alienate these children further, rather than improve their opportunities for learning.

Therefore, we must begin in the home, and I don’t mean with formal structured programs. I mean with fun activities that validate parents and children and provide them with opportunities and suggestions for participation and learning.

Guiding parents in play sessions for parents and children.

Guiding parents in play sessions for parents and children. © Norah Colvin

It is these beliefs that informed my home-based business Create-a-way,

© Norah Colvin

© Norah Colvin

and my idea for an early learning caravan that, staffed with an early childhood educator, would

  •  go to the parents and children in their neighbourhoods, meeting in a local park or community greenspace, on regular weekly occasions;
  • invite parents to talk with, read to and play with their children using provided books, games and toys;
  • model positive parenting behaviour, explaining to parents the benefits to their children of engaging with them in activities and discussions;
  • provide suggestions for inexpensive and easy activities to do at home;
  • encourage borrowing from a book and toy library.

Of course, for many parents, such as those reading this post, nurturing a child’s development is almost second nature. They have the education and resources, and a belief in the benefits, to empower them to nurture their children’s development. They require little additional support.

Requiring most support are those without the benefits of education, resources or a belief that life could be improved. If all they have experienced through school systems is failure and rejection, they will have difficulty in perceiving any purpose in trying. It is these parents and their children that we need to reach. If they feel valued, they in turn may find value in others. If we improve the lives of those marginalised by poverty or lack of education, it must contribute to improving our society, and our world, in general. This will help us to feel safe in our homes, in our localities and in the wider world.

This week at the Carrot Ranch, Charli Mills is talking about homes and the importance of having a roof over our heads. The way we treat each other, especially those hurting, indicates there is a greater need for compassion and for those in need to receive a helping a hand.

In my response to Charli’s flash fiction challenge to In 99 words (no more, no less) write a story about home, I attempt to show that the situation in which one is raised is not always a self-fulfilling prophecy. Out of the cruellest situations, hope can be born. We, as a society, need to do what we can to give hope to many more, to help break the cycle of despair.

81

The birth of Hope

Startled by the blueness of eyes and the intensity of unfamiliar feelings, she suddenly relaxed, as if finally, home.

She’d not known home before: not locked in a room with hunger the only companion; not shivering through winters, barefoot and coatless; not showered with harsh words and punishments.

She’d sought it elsewhere, mistaking attention for something more. When pregnancy ensued; he absconded. They kicked her out.

Somehow she’d found a place to endure the inconvenience. Once it was out, she’d be gone.

But now, feeling unexpectedly connected and purposeful, she glimpsed something different —a new start, lives entwined: home.

Thank you

Thank you for reading. I appreciate your feedback. Please share your thoughts.