Goodstart Early Learning have recently opened a new centre on Moules Road at Rostrevor. Featuring six large and spacious learning spaces over two levels with separate nursery sleep rooms, the centre provides a modern yet home-like naturally inspired environment.
Outdoor nature-based designed play space
All learning spaces have direct access to the outdoor nature-based designed play space, with sensory gardens, pebbled creek beds, tee pees, pergola, a mud kitchen, vegetable garden and multiple large sandpits.
The beautiful outdoor dining hub provides a dedicated space for meals which are prepared fresh each day by the Centre Cook including a light breakfast, morning snack, lunch, afternoon tea and a late snack.
Goodstart’s early learning programs cater to each child’s stage of development, from six weeks of age to Kindergarten-aged children. Curriculum is based on the Early Years Learning Framework and tailored to each child’s individual interests.
Book a tour at Goodstart
Goodstart invites you to book a tour and take a look around, meet the team and explore how we can support your child’s early learning journey.
New Year…New Goals: The Benefits of Goal Setting for Children
As we welcome in the new year, there is a feeling of hope and excitement for what 2021 will bring. The new year symbolises new beginnings, and the opportunity to start fresh. Oftentimes we use the new year as an opportunity to set goals and make plans for the year ahead.
Goal-setting is an important factor in achievement and is a useful tool to introduce to children.
NumberWorks’nWords Norwood has outlined for us four benefits of goal setting for our kids, and some tips for helping them stay on track with their goals!
Triggering new behaviours
Before your child returns to school for the new year, sit down with them and talk through their goals for the year ahead. They might have a clear idea of what they want to achieve, or they may require coaching and mentorship to uncover their aspirations.
Following the goal setting exercise, your child will likely experience increased interest in achieving their objective. This may trigger new behaviours, such as practicing shooting baskets every afternoon, or reading before bed without being prompted. Help your child maintain these behaviours by supporting them in building positive habits.
Goals help children stay motivated and on track with their learning and personal development. Setting a big goal at the beginning of the year helps children to develop strategies to achieve their goals, and helps to build momentum and confidence. When children notice small improvements in their abilities or receive recognition for their advancement or effort, their motivation increases, which generates momentum. They become invested in their development and achieving their goals.
Setting goals provides structure and focus for children. With so many distractions and opportunities to explore, goals help children to hone in their focus on what is important to them. If your child has set a goal to get top in the class for English, they might choose to spend their evenings reading instead of watching TV or take an interest in English tuition above music lessons. Having goals helps children to make conscious choices that align with their values and aspirations.
Achievement & personal growth
Arguably the biggest benefit of goal setting is achievement. Goals keep children accountable, and accountability is a huge motivator for achievement. When children are determined to achieve their goals, they often do. Accomplishing a goal can either lead to fulfilment, pride, and increased motivation, or a drop in motivation and dissatisfaction if the goal is not achieved. In cases where a goal is not accomplished, the experience provides the opportunity to reflect, and develop resilience.
Build confidence, boost results
If your child has uncovered a passion or a weakness that they want to work on, help them to set goals that support their development in that area. NumberWorks’nWords tutoring helps children to build confidence and boost their school results. Offering Maths and English tuition for every level and providing personalised tutoring programs that are designed to help each student achieve their learning goals, the team are passionate about helping children close knowledge gaps, gain confidence, and improve their abilities.
If you are interested in learning more about tuition with NumberWorks’nWords, get in touch with them to book a free assessment today!
Today’s society can be toxic for girls, can what we do as parents really make a difference? Yes!
According to husband-and-wife writing and researching team (and parents of two daughters), Kasey Edwards and Christopher Scanlon, when you raise a girl who likes herself, everything else follows. Your daughter will strive for excellence because she has faith in her ability to achieve it and the confidence to pick herself up. She will nurture her physical and mental health because it’s natural to care for something you love. She will insist on healthy relationships because she believes she deserves nothing less.
Raising Girls Who Like Themselves details the seven qualities that enable girls to thrive and arm themselves against a world that tells them they are flawed. Packed with practical, evidence-based advice, it is the indispensable guide to raising a girl who is happy and confident in herself.
We chatted Kasey and Chris on KIDDO chats about these qualities and how we can work to instil them in our own daughters, so they too will grow up liking themselves.
You can listen to the full episode on your podcast app (this is a must-listen for parents of girls!), but we’ve rounded up just a small excerpt of their invaluable insights below to get you started!
The first chapter in the book talks about the idea of a power perspective. What is a power perspective and why is it so important for our girls?
Chris: A power perspective is a term that we cobbled together from a range of different approaches, concepts and ideas in psychology. One of the most important of those is what’s called having an internal locus of control, and that means that as you go about the world you actually feel you have the resources to weather whatever the world throws at you, and that you have it within yourself. As opposed to an external locus of control; constantly worrying about what the external world will do to you and how it might control you. There’s all this research which shows that people who have an internal locus of control tend to have better relationships and do better in the workplace. They tend to have better mental and physical health. It’s really about being resilient and feeling like you have the resources within yourself to take on the world. We want to instill that in our girls, rather than have them be victims of circumstance.
Kasey: The core to that is that our emotions don’t just happen. You don’t just sail through life and suddenly you feel bad or you feel insecure. A thought happens first. We have a thought and then we have a feeling. If we can encourage our girls to have thoughts that serve them, rather than don’t, then they’re going to have better emotions.
Can you give us some tips towards helping parents to help our girls develop a power perspective?
Chris: A small example is, when they come and ask us what we think of what they’ve done, to turn that around and ask them what they think of it. For example, if they’ve done a painting, or drawn a picture and ask us to give a judgment, looking for that external person to validate what they’ve done, reframe that and turn it around and say “what do you think of it?” And if they don’t like it then ask “what would you do differently” so they start to think about what they could do differently in the future and what they could do to make that future happen. So they’re always being coached and directed to think that what they think is actually the most important thing here, or it’s as important, rather than seeking that external validation all the time.
Let’s talk about body confidence which is obviously quite a big one for girls in this day and age. Can you break down some of the key tips towards how we can speak to our girls from an early age to inoculate them against these early toxic messages in life that their beauty is the most important thing about them?
Kasey: We believe that the key to body confidence is not having a daughter who’s constantly told she’s beautiful. It’s not even having a daughter who believes she’s beautiful. It’s about having a girl and encouraging your girl to not care that much, whether or not she is beautiful. To build up her identity and herself worth on a firmer foundation than what other people think she looks like.
You say in your book “as with the idea of body love, if people are always talking about how pretty a girl is, the girl will naturally assume that her beauty is really important”. If parents have been telling our daughter’s they’re beautiful and unknowingly reinforcing the importance of it – what do we do now to reverse it?
Kasey: We’re not saying that you should never tell your daughters that they’re beautiful. Our daughters know that we think they’re beautiful, but they also know that we don’t think it’s important. So if we wrote a list of all the things that we loved and valued about them, their beauty is not even on the list. It’s about getting the balance right. I think one of the things you can start to do is ensure to unpack it a little bit more for them and talk about what beauty is; beauty is kindness, beauty is generosity. These other kinds of things that we really want to aspire to, really lay that out, so when I say “you’re beautiful” it’s not just about your appearance, it’s about all of these other things they’re doing as well.
Can you give us some tips on how to raise girls who speak for themselves?
Kasey: Our tip is to start in a cafe because there’s a natural incentive there; if you don’t order for yourself, you don’t get! From the very earliest stage of our daughters lives, as soon as they are able to, point to the menu. And with older children, when it comes to order, you look the person in the eye, you ask for what you want and you say please. And then when the food comes, you look them in the eye again, and you say thank you. The thing to remember is that with any skill it takes time and practice.
To listen to the full interview with Kasey and Chris about the seven essential parenting pillars to protect and free your daughter from anxiety, depression, body hatred, poor self-esteem, peer pressure and friendship problems (and it’s well worth a listen!), head to KIDDO chats on your podcast app.
Raising Girls who like themselves is published by Penguin Random House and available in all good bookstores.
Education tailor-made for boys: Why a boys’ school?
If you’re a parent looking into private schooling options, you might be wondering about the value of a single gender education environment.
Of course, there’s no one-size-fits-all answer, as every child is unique, but we do know boys develop differently to girls; socially, emotionally, physically and intellectually. There are proven differences between the ways boys and girls learn best in accordance with their brain development.
When considering the advantages of an all boys’ school environment, the first thought that might enter your head is possibly “no girls means less distractions”. There is some truth to this idea that the social pressures are much less stressful in a single gender school, but the benefits of an all boys’ education are much broader.
We’ve worked with the team at Blackfriars to look at the way, as a school for boys, they focus on learning that addresses not only how to excel in academics, but also how our boys can grow into young men of character – with integrity and empathy.
Boys develop and learn in different ways
For parents, it will come as no surprise that boys and girls grow at a different pace. As such, boys’ strengths are often different from those of girls. Girls generally develop earlier physically and socially, refining their reading and writing skills sooner, where boys are often more spatial and visual by nature and enjoy learning through action rather than words. Boys’ brains are wired to require movement, space, action, and rest. They also learn better when material is presented in small portions. A typical co-ed classroom that favours verbal and auditory learning can put an active boy at a disadvantage. An all boys’ school is equipped to understand the difference in the way boys learn, and tailor-make programs and structuring learning in ways designed to help them succeed!
Schools for boys teach in ways that boys learn best
Each staff member in an all boys’ school has made a choice to work with boys. Their passion to teach boys means they’re committed to leading a classroom that engages each student in the way he learns best and using strategies and teaching styles designed to achieve better learning outcomes for boys. As specialists in boys’ education, teachers take into consideration the interests and talents unique to boys when they prepare each lesson. And because they understand the rhythm of a boys’ classroom, they can plan physical activity into class time and extended breaks like recess into the school day.
Building good men
No goal is more important at a school for boys than building good character and helping each boy make responsible choices, nurturing them to become good men. A commitment to integrity and a strong ethical foundation are a boys’ school’s first priorities and educating students about how to become a good man informs every aspect of the day.
Schools for boys help students discover and explore their full potential
Without the social pressures of a co-ed environment, students in an all boys’ school can explore the full range of their personalities and potential. Young men, who may not step up in the presence of girls, take on leadership roles at all boys’ schools, often heading community service programs or serving as mentors to younger students.
Schools for boys understand and celebrate boys!
Educators at boys’ schools celebrate and value all that it means to be a boy! Schools that make the intentional choice to focus on the intellectual, physical, social and emotional lives of boys and young men, share an appreciation for the intensity and complexity of boyhood.
If you’re considering Blackfriars for your son’s education, why not plan a visit to decide if the school community is the right choice for your family?
Why a weekday tour?
A weekday tour is a great way to experience Blackfriars on a normal school day. On your tour you will get a behind the scenes look at the school in action; visiting classrooms and specialist facilities, meeting teachers and students and being introduced to the school’s holistic approach to teaching and learning.
2021 Principal’s Tours at Blackfriars
Thursday 25 February | 9.00 to 10.30am
Thursday 25 February | 6.00 to 7.30pm
Thursday 25 March | 9.00 to 10.30am
Thursday 25 March | 6.00 to 7.30pm
Thursday 29 April | 9.00 to 10.30am
Saturday 8 May | 10.00 to 11.30am
Thursday 27 May | 9.00 to 10.30am
St Andrew’s School STEM scholarship winner Bonnie Cabot determined to make the world a better place
Remember the name Bonnie Cabot.
She is the nine-year-old winner of St Andrew’s School’s Stewart Family STEM Scholarship for 2021 – and she is determined to use it as a stepping-stone towards making the world a better place.
St Andrews STEM scholarship
The three-year STEM – Science, Technology, Engineering and Mathematics – scholarship is available to young girls wishing to study at St Andrew’s School in Years 4, 5 and 6 and aims to help address the historical underrepresentation of women in these fields. It is offered, through the St Andrew’s School Foundation, by the Stewart family, whose daughter Ava showed exceptional skills and unbridled passion for all aspects of STEM while a student at the school.
“I’m so grateful to the Stewart family for this scholarship and I can’t wait to learn more about all the amazing women and what they’re achieving in STEM careers,” Bonnie said.
“When I look around, I see that science, technology, engineering and maths are so important in our world. I look up to everyone in these areas working to make the world a better place, especially the scientists who are currently developing a vaccine for coronavirus and those tackling climate change. I hope to do the same, protecting our oceans and marine life, as a marine biologist.”
St Andrews Bright Futures Centre
The awarding of this year’s scholarship coincides with the recent sod-turning that will see the school’s Kennion House transformed into the innovative Bright Futures Centre (working title), and advanced educational facility designed to further promote STEM education.
At the sod-turning ceremony in early January 2021 – which included a traditional smoking ceremony conducted by Uncle Ivan-Tiwu Copley OAM – Stewart family representative Talei Stewart congratulated Bonnie on her achievement and said she hoped the scholarship would help the budding young scientist to explore and enhance her interest in STEM subjects and go on to achieve great things in marine biology.
“The Stewart family sincerely hopes that, through this ongoing scholarship, we will help to excite and stimulate young female minds and, in the process, allow them to achieve their dreams in the science, technology, engineering and mathematics professions,” she said.
It’s a sentiment with which Bonnie certainly concurs, adding that she is thrilled that St Andrew’s School will soon have a dedicated Bright Futures Centre, where a combination of curious students, amazing teachers and fantastic facilities will put every dream within reach.
About St Andrew’s School
St Andrew’s School, located in Walkerville, is a leading South Australian independent co-educational specialist primary school providing excellence in education from playgroup through to early years and on to Year 7.
Starting at childcare, kindergarten or school can be a daunting prospect, for both parents and child!
Even the most relaxed child is likely to feel nervous about the new environment and separating from parents and caregivers. The Psychologists from the Paediatric Sleep & Psychology Clinic (Incorporating Sensible Sleep) have put together a list of tips for parents and families to help prepare them.
Talk about childcare and read books like ‘Benjamin Comes Back’ by Amy Brandt & Janice Lee Porter
Pack a security object (teddy/blanket/something familiar from home that your child can use to soothe themselves)
Arrive a bit early so that your departure is not rushed, and you can calmly settle them in
Try to engage your child in an activity, then leave (but NEVER sneak away. Always say goodbye so that your child knows you are leaving)
Foster a relationship between your child and one of the childcare workers so that they can assist you at drop-offs
Try to stay calm, relaxed and confident yourself so that you are not communicating any anxiety or concern to your child
Speak with the carers to gain their insights about how your child is adjusting to the change, and if they are upset after you leave, how long for and what helps to calm them down
STARTING KINDERGARTEN & SCHOOL
It is absolutely normal for a child to feel worried about starting at kindergarten or school. Allow them to understand that it is ok to feel worried. It is what a child can do about it that will be helpful.
Arrive a bit early so the drop-off can be calm, and you can calmly settle them in
Try to stay calm, relaxed and confident yourself so that you are not communicating any anxiety or concern to your child
Empower your child with strategies to help them with their nerves:
o Talk about what is going to happen when they arrive at kindy or school, what the routine is likely to be, so they know what to expect.
o Make a plan for what the child can do if they are feeling very worried, e.g. speak to the teacher, find a friend, go to the library and read a book
o Make a happy book of things that make the child smile (pictures of mum or the dog, a funny riddle or crazy picture) that the child can look at when they are sad.
o Give the child a small ‘special’ object like a small rock that they can have in their pocket, and have one yourself. Talk about how the child can hold their special object if they are feeling worried, and that you will also have your special object so that you are still connected and thinking of each other. There is a booked called ‘The invisible string’ by Patrice Karst which also talks about this connection between parent & child.
o Work out how long it is before the child is picked up to go home and have a list which the child can cross off the times, counting down the hours.
o Congratulate a child for trying any of these ideas.
o At the moment you separate (say goodbye) point them towards your next connection (e.g. I am going now, and I can’t wait to see you again later today!) then calmly and confidently leave.