Educate

The Space Race By Amelia Moseley, BTN Host You probably know a thing or two about the moon landing, right? Like these famous words spoken by NASA astronaut, Neil Armstrong, when he first set foot on the rocky surface: “It’s one small step for man. One giant leap for mankind.” But, did you know the whole moon landing thing started with a race? Actually, it sort of started with a round, silver ball thingy called Sputnik 1. It was Earth’s first ever man-made satellite and it was launched in 1957 by the Soviet Union. The Soviet Union doesn’t exist anymore, but it was a collection of states that all lived by a set of ideas and rules known as communism. The biggest Soviet Union state was Russia and it did not get along with the United States. In fact, the two countries were in the middle of a war. The Cold War. It was called ‘cold’ because the two countries never actually fought each other directly. What they were doing was stockpiling weapons. That made things pretty tense. So, when the Soviet Union successfully sent Sputnik up into space, America wasn’t too happy. The US government decided to create NASA and the two countries began racing to shoot more stuff into space! They sent fruit flies, mice, monkeys and even dogs! Eventually they sent a much bigger animal; a human (more precisely, a Russian man named Yuri Gagarin). He became the first person to reach space in 1961! But, the race wasn’t over yet. Shortly after that, the US President at the time, John F Kennedy, set the seemingly impossible goal of landing a man on the Moon by the end of the decade. The Russians took that as a challenge to see who could do it first. Putting a man on the moon wasn’t going to be easy. After all, it was the 1960s. There was no internet and computers were about as powerful as a calculator! But that didn’t stop NASA. It got to work creating the Apollo program. It didn’t start well. There was even a terrible accident during a test that killed the crew of Apollo 1. But they kept going. And by 1968, NASA sent astronauts to orbit the moon. Then, a year later, they were ready for the main event, Apollo 11. After years of training and preparation, Michael Collins, Buzz Aldrin, and Neil Armstrong crammed inside a command module on top of the world’s biggest rocket and blasted into space. It took three days to get to the moon, before Aldrin and Armstrong landed their craft on the surface. “The Eagle has landed!” They’d done it! And what’s more – they managed to get safely home again, returning as heroes to a world that would never be the same. Did you know… BTN just celebrated its 51st birthday! It’s the third longest running national TV show in Australian history and it’s all made in Adelaide! #alllthebestthingscomefromSA Watch out for… Me at The Dish in Parkes NSW! Bringing you a very special episode of BTN to celebrate the 50th anniversary of the moon landing. Listen to… Spirit (From Disney’s “The Lion King”) – Beyoncé Find out more at abc.net.au/btnBTN @10am Tues on ABCMe & Newsbreak @6.25pm Mon-Fri@behindthenews

Young people don’t usually have the chance to be directly involved in allocating public funding to projects about which they are passionate. This kind of decision-making is usually put in the hands of adult administrators who are qualified to ensure the process runs transparently, appropriately and is accountable throughout. I’ve seen firsthand, how if we’re prepared to be bold and trust in our young people, they can do almost anything we ask of them. When I brainstormed with Carclew and landed on the idea of handing a group of young people $10,000 in public arts funding to distribute on the community’s behalf, I knew it was a rare opportunity to demonstrate this capacity, and that we were onto a good thing. The Carclew Futures project saw 10 young South Australians between the ages of 12 and 15 learn the skills of public arts grant funding, supported by experts in this field. Not only were they required to decide which artists would get these funds and for which projects, they also had to define the criteria for their assessment and apply it to the 17 applications they received, including settling any differences of opinion there were amongst them to ensure a consensus was reached. At the project debrief I asked the young people involved to reflect on their personal experiences. They told me the thing they wanted to remember most was ‘how amazing it feels when you’re doing something you are passionate about’. Being ‘outside their comfort zone and finding the courage to try new things along the way’ were great things to learn. They were ‘confused about the budgeting side of things at first’ and ‘why the hierarchy of the group was the way it was’ but later ‘saw how this organisational structure worked well’. They learnt ‘how to be more confident’, ‘how to speak up when they are a little unsure’ and ‘how to take calculated risks that can persuade others to their own point of view’. The young panel decided on the artworks of two local artists, sharing the grant funds equally between then. Fourteen year old Charlee Watt received $5,000 for a large portable backdrop for youth events and indigenous gatherings in her home town of Port Lincoln, and Chad Spencer received $5000 for a hay shed mural along the Mount Compass to Goolwa Road, taking advantage of the stunning rural backdrop this scenery provides. Real artists with real projects selected by a group of young South Australians given full autonomy to do so. What better way to up-skill young people than by creating actual opportunities in arts administration that will help nurture and retain their creative talent right here! If you’re a child, young person or parent with ideas on what you think I should be doing to make things better for the lives of kids in SA, please send me an email at CommissionerCYP@sa.gov.au ccyp.com.au – Helen Connolly, Commissioner for Children and Young People

Every woman remembers the first time that they got their period and the whirlwind of questions that came with it. Thankfully, today’s pre-teens have more and more resources at their fingertips. For 23 years Dr. Melissa Kanghas was the voice behind the Dolly Doctor in the sealed section of Dolly Magazine. Remember that time when 12 year olds weren’t walking around with iPhones and the Internet didn’t even exist? Woaaah! Curious teens would rip open the perforated pages to reveal a world of sticky questions and sexual queries that might have been too uncomfortable to ask in person. Now we have another way to handle bleeding like a boss! The brains behind Dolly Doctor, Dr. Melissa Kanghas has teamed up with ABC’s Yumi Stynes to create the ultimate menstruation manual for pre-teens (9-12 years). Welcome to Your Period is a modern, funny, inclusive and big-sisterish guide to getting your period… and what to do once it comes. Okay pardon us, we’re a little bit star-struck, but we managed to get a one-on-one with the Dolly Doctor! Here are some questions that you may have been wondering yourself: Over the many years of receiving questions as the Dolly Doctor, did you find that the nature of the questions you received changed? Yes and no. There was a sort of cosmic reassurance that adolescence didn’t change – readers’ questions suggested that it remained full of angst and introspection and terrifying awareness of metamorphosing bodies, as well as the joy of discovering new found romance, sexual awakenings (mostly in fantasy), and the importance of peers and parents. The great majority of questions were about puberty-related body changes and seeking reassurance that everything was normal. The most noticeable change over time related to more explicit questions about genitals – such as pubic hair removal (how, how and how) and the consequent alarm when one’s labia (vaginal lips) became noticeable. This was without doubt due to the rise of accessible pornography and the normalisation of pubic hair removal. Were you ever alarmed by reader questions? The most alarming questions were not because of a dramatic revelation or disclosure, but rather the realisation that the double standard remained alive and well – girls feeling pressured to look or be sexy, and to please boys. Many questions showed that girls knew how to experience (solitary) pleasure and enjoy new sensations that came from their adolescent bodies, but not necessarily believing that this was something they were entitled to. Most Dolly readers were too young to be sexually active, but even for these young ones, there were sad stories about being ostracised or having rumours spread about them by boys. What made you decide to help write this book? It was an incredible opportunity to put everything I’d ever answered for Dolly Doctor into one place, with diagrams and illustrations. It was also wonderful to work with Yumi whose sense of humour and commitment to women’s issues were present in equal measure throughout. I wanted to help demystify and destigmatise not only periods, but our comfort in talking about them. How can parents help alleviate the stigma around periods? It’s good to start with oneself – to be aware of our own feelings about periods, and about our children growing up. Periods and puberty are naturally associated with sexuality, and this can be uncomfortable for parents. Yet – periods are so natural, half the population has them. If parents can feel comfortable first that will help reduce the stigma or taboo. Being a good listener – your pre-teen might be worrying about something you didn’t have any inkling of – have conversations with them where you’re curious, wanting to understand what’s on their mind rather than jumping to conclusions. Taking your child to the supermarket and showing them where the sanitary products are, buying them together openly and not making a fuss. Asking and talking about periods, sharing our own stories. Basically, feeling that periods can be part of any conversation. Are there moments when girls are more likely to get their period for the first time? E.g Travel, school camp. Why is this? Many people are surprised at what an anticlimax the first period is. Sometimes it’s just a brown streak and nothing more. It’s no more likely to happen away from home than anywhere else and it’s unlikely to be anything dramatic – but it’s often a girl’s worst fear. The book tackles this fear and also what to do if you are caught out. Can you give me five quick tips on how girls can prepare for getting their period for the first time? · Learn the signs of your body getting ready – the most obvious one is an increase in vaginal secretions over several months, sometimes a year or more· Get a hold of some period products (eg pads, tampons) and take a couple out of their packaging – have a look at them, feel comfortable handling them· Get your period pack ready and keep it in your school bag or handbag· Talk! To your friends, your parent or carer· Read up on periods and look for answers to any questions you might have Welcome to Your Period by Yumi Stynes & Dr Melissa Kang is now available at all good book stores.RRP $19.99Hardie Grant Egmont

Words – Thomasina Williams “We all know children play. What I think we sometimes forget as adults, is that play is not simply just a way to pass time – play is an essential component of child development and helps form the basic building blocks of their communication.” Working as HenderCare’s Senior Play Therapist, Thomasina Williams is a passionate advocate for the role of play in child development. With a Bachelor of Early Childhood Education and a Master’s in Child Play Therapy behind her, Thomasina (or Tommie as she prefers to be called) has witnessed firsthand the benefits of implementing play therapy interventions. “Play therapy can be particularly beneficial for children living with a disability, learning difficulty or other social challenges,” Tommie states. “For these children, a play therapy program implemented correctly can be used to address specific therapeutic goals which relate to a child’s wellbeing.” Working with children aged two to 12, HenderCare’s play therapy service develops bespoke play-based interventions focused on the individual needs of the child. HenderCare’s Play Therapist uses a range of directive and non-directive play therapy modalities to assist the child to express explore and resolve social, emotional, cognitive and behavioural challenges.For parents or caregivers who may not immediately understand the difference between play therapy and regular play, Tommie says, “Play is a child’s language and toys are their words. Play Therapists meet children at their level. They undertake years of training to be able to understand, assess and communicate through play. This gives them a window into the child’s world helping them understand the child’s feelings, needs, experiences and behaviours”. Therapeutic services are in demand across the state as the National Disability Insurance Scheme (NDIS) continues to roll out. A part of HenderCare’s allied health services (which also includes physiotherapy, psychology, speech pathology and occupational therapy) HenderCare decided to offer play therapy to help ensure families had access to the services they needed. As Tommie points out, early intervention is the key, “when a family is seeking support for their child, getting access to allied health professionals and services like play therapy is essential to avoid developmental delays. In offering this service we hope we are able to improve the outcomes for many young children in South Australia. Getting to know Tommie HenderCare’s Senior Play Therapist, Thomasina Williams is a mum herself and passionate advocate for the role of play in child development. Here’s what you need to know about her:I have a Bachelor of Early Childhood Educator and a Master’s in Child Play TherapyI’m a registered practitioner with the Australasia Pacific Play Therapy Association (APPTA)I’m the mum of a three-year-old, so I’m an expert (and slightly tired) negotiatorI’m completely dedicated to helping children with disabilities or social challenges experience improved wellbeing – it’s absolutely the best part of my job Play Therapy FAQs Here, Tommie answers some of the most common questions she is regularly asked about play therapy. What is play therapy?Play Therapy is a developmentally appropriate approach for working with children. Because children’s language development lags behind their cognitive development, children make sense of their worlds through play. Play is a child’s natural language and Play Therapists are specially trained in this language. Play Therapists use play to communicate with children and assist them to express and explore their feelings, needs, behaviours and experiences supporting them to achieve optimal growth and development.What are ‘directive’ and ‘non-directive’ play modalities?A directive approach is one in which the therapist will largely direct the activities and pace of the play therapy session. Whereas, a non-directive approach sees the child take the lead and have more control in the direction of the session. Do Play Therapists have to be qualified?No. Currently there is no minimum qualification to be a Play Therapist. Many people call themselves Play Therapists who have done little training. It’s essential when selecting a Play Therapist that you make sure you confirm their qualifications; ensure they have postgraduate training in play therapy or look for their registration with a relevant industry body like APPTA (Australasia Pacific Play Therapy Association) or APTA (Australia Play Therapists Association). What are some of the benefits of play therapy?Depending on the needs of the individual child, your play therapist will work with you to set therapeutic goals. Examples of these goals could include: enhance and develop; relationships, play skills and self-esteem, improve; social skills, self regulation and coping skills, assist with processing and expressing emotion, cultivating empathy towards others, and assist in developing new and creative solutions to problems. Do I need a Doctor’s referral for my child to see a Play Therapist?No referral is required.Is play therapy available under my child’s NDIS funding?Depending on the supports outlined in your NDIS Plan, you may have access to use your child’s NDIS funding for the sessions. Private paying families are also able to attend. To find out more about HenderCare’s play therapy service or other allied health services, please call 1300 764 433 or visit hendercare.com.au.

By Stuart Aitchison A classic game that we’ve all played is ye old ‘staring competition’. An uninterrupted look into someone else’s eyes, the game lost by the one that blinks first. As optometrists, our job is one big staring competition and our favourite contestants are your children! At National Pharmacies Optical we believe strongly in the importance of your children’s eye health in their development. So you might be interested to find out, what are we actually looking at when we’re staring into your child’s eyes! And what can you, as their parent, also help look for. Are they squinting or frowning? When a child is struggling with their vision they will often squint or frown, which is the body’s way of trying to achieve focus. If you see your child doing this when reading, on the computer or watching television, an eye test is a good idea. Are they tilting their head or moving it from side-to-side? Children are remarkable at finding ways to cope with not seeing properly – without even realising they’re doing it! Moving their head up and down, side to side, or holding it on a tilt while concentrating is another sign they’re struggling to see clearly. Do their eyes look red or irritated? If you see your child rubbing their eyes regularly, or they complain of ‘sore eyes’ there can be lots of reasons (for example, hay fever) but dry, irritated eyes can be another sign that something isn’t 100% with their vision or overall eye health. Are both their eyes focused on the same spot? It’s an interesting fact that each of our eyes can develop at a different rate to the other, meaning it’s not uncommon that at any stage of your child’s development, they may be struggling to focus. Correcting this can be as simple as some at-home eye exercises, but a proper eye test will determine the best course of treatment. What can they tell us? The most important part of our ‘staring competition’ will be actually talking to your child about how they see the world. In a child’s eye test at National Pharmacies Optical we will talk to you about your concerns, but it will be the conversation we have with your child, combined with the tests that we do, that can help us to determine how your child can have the brightest outlook on life. And the best part is if your child does need glasses to support their vision, as a family member of National Pharmacies, your child will receive a FREE pair of glasses every year until they turn thirteen. Yes, FREE. Now that’s a word worth staring at! To book your child”s appointment head online nationalpharmacies.com.au/2020by2020 @nationalpharmacies

Dr Lyndsey Collins-PrainoTwitter: @lyndseypraino Somehow, I am now the mother of a two-year-old! My son Alexander turned two just a few days ago, and I can’t believe how quickly the time has gone. Suddenly, where I used to see my tiny, helpless baby, nestled in my arms, there now stands my fiercely independent, funny, incredibly sweet little boy (not that he ever stands still for very long!). As we prepared to celebrate Alexander’s birthday, one theme I kept hearing on repeat was, “Uh oh! The terrible twos are about to strike! Better get ready!” But, is it true? Are the ‘two’s’ really so “terrible?” One thing that is definitely true is that the brain of a toddler is rapidly developing. Although the cells of the brain, called neurons, are mostly finished being produced by the time of birth, there are several important changes that occur in the first few years of life. One of these important changes is called myelination. Myelin is a fatty sheath that wraps around axons, which are the specialised processes that neurons use to send signals. Think about myelin as being similar to the insulation that wraps around cables. Just like insulation, myelin helps the signal to travel more quickly. This is particularly important for healthy brain development, as being able to send signals quickly between neurons allows for the dramatic increase in cognitive abilities, like memory and language, that we see in toddlers. Another major change that occurs in the toddler brain is the production of more connections between neurons, called synapses. In other words, during this time, the brain is wiring brain cells together into circuits, which are critical for higher order functions, like abstract thinking. By the time that a child is three years old, their brain will contain roughly 1,000 trillion synapses, which is twice as many as the adult brain contains! Not all of these connections are necessary, however; as the child ages, weak or unused synapses will be pruned away. Similar to pruning the branches of a tree, this helps the brain to function more efficiently. This synaptic pruning lasts well into early adulthood, particularly in brain regions like the prefrontal cortex, which is the portion of your brain that is important for higher order cognitive functions, like impulse control, decision making and attention. But how does the brain know which of the connections to keep and which to remove? Research has shown that it is critically dependent on activity occurring within these circuits. Another way to think of this is “use it or lose it.” Synapses or connections which are active are strengthened, and therefore kept. Conversely, synapses which are not activated remain weak and are eventually removed. This process is largely driven by the experiences that we have during our life, especially our early childhood, meaning which connections are kept and which are removed is highly individualised, allowing the brain to optimise its function for unique environments. What is particularly interesting is that different functions have different timeframes for when experience is likely to have the largest effect on strengthening connections between neurons. These are termed critical periods and correspond to the acquisition of certain skills and behaviours. Once this period passes, the behaviour is relatively unaffected by subsequent experience, and it may be difficult, or even impossible, to make up for deficiencies that occur during these times. Critical periods for the senses, like vision and hearing, occur quite early in infancy. For toddlers, however, they are in a critical time for developing language, cognitive skills and social behaviours, with all of these highly dependent on the experiences that the child is offered during this time. Research has shown that factors like extreme stress or a lack of warm, supportive relationships with caregivers can have lasting negative impacts on a child’s future emotional, cognitive and social skills. So the twos (and toddlerhood in general) aren’t really so terrible. Instead, these years are a period of rapid brain development, in which children are working to acquire many of the skills and behaviours needed to develop into happy, well-adjusted adults. Coupled with the fact that they often lack the words to express how they are feeling or what they need, and that they are just beginning to learn how to self-regulate their emotions and behaviours, no wonder they feel overwhelmed sometimes! So what can we, as caregivers, do to help? First, the more diverse the experiences we offer our little ones, the more we give those sponge-like brains the opportunity to strengthen the connections between brain cells. Second, we can model appropriate behaviours both in our interactions with our toddlers and in the interactions they see us have with others. Finally, we can practise positive discipline (yes, even when they’re chucking a major tantrum in the middle of the produce aisle at the grocery store). After all, the word discipline comes from the Latin word, disciplina, which means teaching or instruction. If we respond during these times with compassion, responsiveness and empathy, our children will eventually, in the face of this security, learn to self-soothe and self-regulate their own emotions. Even better, we will teach these lasting skills to our children, which will help to influence the sort of people they grow up to become. I, for one, can’t wait to see what’s in store for the rest of the “terrible” twos! Dr Lyndsey Collins-PrainoTwitter: @lyndseypraino

Book Week that time of year that will either spark joy or fear into you! Have you been planning your child’s costume for months, or are you ploughing through the kids costume box the morning of? We’ve found some adorable Book Week inspo to help you out. Here are our favourites: Paddington Bear Frida Kahlo Dr. Seuss The Hungry Hungry Caterpillar The Paper Bag Princess Veruca Salt from Charlie and the Chocolate Factory Shaun the Sheep Max from Where The Wild Things Are Where’s Wally Man in The Yellow Hat from Curious George Elmer the Patchwork Elephant GRUG Matilda Awful Auntie Peter Rabbit

The year before school is so important for young children. It’s where they learn the skills to develop the confidence they need to make a smooth transition to school. If you are the parent of a three or four-year-old then you are probably already starting to consider what your options are for Kindergarten (also known as preschool) for 2020. For first time parents it can be a little overwhelming wrapping your head around the different options – Government run programs, sessional ELCs or Kindergarten at a centre-based long day care service. For a government preschool you also need to consider your ‘catchment area’ (or sometimes called ‘school zone’) and priority / wait lists may apply. Then cross your fingers and wait to see if you will be offered a place. Not to mention the added challenge of the traditionally limited Kindergarten hours – either ‘sessions’ or a ‘full 9-3 day’, maybe 2.5 days per week or perhaps a five-day fortnight. If both you and your partner are working, these inflexible hours can be hard to accommodate. This is when a Kindergarten program in a centre-based long day care setting, such as Goodstart Early Learning, has its perks. You get wraparound care for up to 12 hours a day, so your child can attend Kindergarten with the flexible longer hours you need. Plus, at Goodstart, nutritious meals are included (so no packing lunches, yay!!), there are extracurricular activities and all kindergarten children receive a polo shirt, hat and a drink bottle. And the icing on the cake, thanks to the Child Care Subsidy, if you attend a Goodstart Kindergarten Program you may be entitled to 36 hours of subsidised care per fortnight. And, even better is that families don’t need to meet the activity test in order to qualify for this subsidy payment – that means that regardless of how much work or recognised activity you and your partner do, you can still receive payments to offset the cost of kindergarten. Learn more about the eligibility requirement online at goodstart.org,au So, what can you expect from Goodstart’s Kindergarten Program? At Goodstart the Kindergarten program is evidence based and is specifically designed for children aged 3-5 years. The curriculum is based on the Early Years Learning Framework, which is delivered by degree-qualified Early Childhood Teachers. This program nurtures children’s collaboration, communication, creativity and critical thinking skills. Goodstart’s high-quality Kindergarten program delivers a government approved curriculum and is geared towards helping children develop the foundational skills they need for a smooth transition to school. The program is built upon play-based learning which makes it active and fun for children and helps them develop an openness to learning that lasts well into adult life. The Goodstart Kindergarten Program helps children become school ready by developing their:§ Physical health and wellbeing§ Social competence§ Emotional maturity§ Language and cognitive skills§ Communication skills and general knowledge What is play-based learning? Play-based learning is a simple concept but because so many of us are accustomed to seeing learning occur in formal settings, it’s easily misunderstood. Play-based learning is all about the process that children embark on, rather than achieving a specific outcome. It’s an approach that is led by the child and supported by teachers and educators by recognising ‘teachable moments’ during play, or by carefully planning play experiences that open up opportunities for learning. When children engage in play, they are more motivated to learn and develop positive feelings towards learning. By drawing on their natural desires, play-based learning is perfect for young children. Enrolments are now open for the 2020 Goodstart Kindergarten Program. With nearly 50 centres across South Australia, there’s likely to be a Goodstart Early Learning centre near you. Book a tour and meet their friendly team early childhood teachers. goodstart.org.au

Pack your paints and let’s Gogh, Little Picassos has welcomed their fourth studio location at 485 The Parade, Magill! This new edition will join the Glenelg, Woodcraft and Hyde Park locations across SA. If your kiddo hasn’t already experienced the messy, vibrant, lively fun of a Little Picassos class, it’s time to get involved. They offer term classes, birthday parties, school holidays, art camp and now adult painting and ceramic classes! Founder, Janine Boyd, has a Bachelor of Education in Visual Arts with 20 years teaching experience as an art specialist in many South Australian Independent and State Schools. She understands the importance of messy play and believes that engaging children in art is a great emotional release where they can express themselves, reflect on their thoughts, feelings and the world around them. Art is also an opportunity to test out ideas and take risks, because the great thing in art is there is no right or wrong, just differences. Janine says ‘At Little Picassos we encourage differences, encourage children to share how they perceive something to be. This celebration of the individual child builds self-esteem, and confidence, the self-belief that what they do, see, and feel, is worthwhile and great’. For more information on class options and timetables visit: littlepicassos.com.au@littlepicassosadelaide

Coding, Computers and Digital Learning Although opinion is divided on digital device use for younger children, all responsible parents agree they want their children to have the best possible start to education. And that’s because they know coding and computational thinking – basically how to speak to computers – will be crucial skills for this generation. So how can parents who are not comfortable with their preschool children using a digital device reconcile these two competing objectives? By teaching younger children coding and computational thinking skills with unplugged activities that require no devices at all! My 2019 Digital Challenge, which is being run in almost 200 South Australian schools for Years 3-6, has had a mini-makeover. It now includes an entirely unplugged ‘Learn to Speak Robot’ themed challenge, which has been designed specifically for 3-5 year olds. This new unplugged edition has been created in partnership with the Australian Computing Academy for the ‘pre-foundational learner’. The activities within this version of the Challenge teach concepts such as algorithmic and sequential thinking, and patterns and data representation through fun and simple play. How do they do this? By engaging kids in a game of robot hide and seek or choreographing a simple robot dance routine for the adults in their lives to perform! What are you waiting for? Get your boogie on and ‘do the robot’ with your pre-schooler today! Early Learning Challenge Unplugged Edition What age is it for? Children aged 3-5 years.Preschools, kindergartens, childcare and early learning centres across South Australia are able to sign up to receive the free activity packs and take part in the Early Learning Challenge. Your child will also be able to try this out with you at home, or at your local public library. What do I need? All that’s required is a computer with an internet connection to enable you to download the activity you would like to try, and a printer. If you do not have these, your local public library does, and could be a great place for you to access the Challenge to print out the Challenge materials so you can do each of the activities with your child. What are the Challenge Materials? There are two fun and completely unplugged activities to choose from. To obtain the two free activities, all you need do is register – this takes less than one minute.Children can complete either activity to complete the Challenge, but they are also welcome to try both. Play a game of Robot Hide and Seek with Cody Buttons Children are challenged to find Cody Buttons who is hiding in their playground or home, as an adult directs them to hidden printed robots using printed arrows. Children will decorate their own Cody Buttons (provided in pack) and they’ll use this template to collect stickers or stamps as they work through the Challenge. Do a Robot Dance with Cody Buttons Children will be invited to create their own dance sequence using images of Cody Buttons in different dance poses.Once completed, children show the routine they have created to caregivers in the immediate vicinity (who are absolutely obliged to turn up the volume and get their groove on!). We are happy to share captured footage of adults performing Cody-moves on our social media! If you’re a child, young person or parent and there’s something you think I should be doing to make things better for the lives of kids in SA, please get in touch! commissionerCYP@sa.gov.au Sign up here: commissionersdigitalchallenge.net.au

Feeding the goats and patting the alpacas just got a whole lot more exciting kiddos! The Adelaide Zoo’s new Variety Children’s Zoo is just months from completion! Soon quokkas, critically-endangered bettongs, goats and many more of the zoos beloved animals will make the trot to the new and improved Variety Children’s Zoo. The sensory experience of being able to touch, feel and feed the animals will be even more thrilling for little ones than before. The $1.1 million plans include an interactive, immersive precinct connected to everyone’s favourite; Nature’s Playground. Variety Children’s Zoo will create ooh’s and ahh’s for years to come with its feature two-level elements, balance beams and ladders for goats, climbing branches for quokkas, a dedicated presentation area for keepers to give educational talks, and aerial walkways connecting the new children’s zoo to Nature’s Playground. Zoos SA Chief Executive Elaine Bensted says the new Variety Children’s Zoo will help encourage and develop the next generation of conservationists, no matter their ability. “Our vision for the Variety Children’s Zoo is to help kids get hands on as they learn and connect with wildlife, and in doing so develop a strong passion for conservation,” Ms Bensted says. Be the Face of the Variety Children’s Zoo! Want your face to be part of the new Zoo? A larger-than-life art installation will take centre stage in the new zoo area and, for just $50, people can purchase a tile with their photo to remain in the Variety Children’s Zoo forever. Submit your photo before 31 August to be part of the installation! For more information: adelaidezoo.com.au@zoossa Variety Children’s Zoo Art Competition Grab all your best colouring pencils and get ready to let your imagination run WILD! Draw your best goat, chicken, guinea pig, rabbit or quokka or zoo pic – the options are endless! Winning entries will be featured in the promotions for the new and exciting precinct. How special is that? Simply upload your child’s illustration to Facebook or Instagram with the hashtag #varietychildrenszoo, drop it to zoo staff or send to competitions@zoossa.com.au

Pass With Flying Colours! Whether it’s grasping that forever dreaded long division or tackling the big scary NAPLAN test, NumberWorks‘nWords is here to lend a helping hand, with a gold star on top! If Abert Einstein or Thomas Edison struggled through school it’s very possible that your child could too. Or maybe they are excelling and want further mental stimulation outside of school. Either way, a tutor is never a bad decision. NumberWorks’nWords puts the fun back into learning Maths and English, catering to both high school and primary school level! They will work with you and your child to set goals each term and create an individualised program based on their specific needs. Their program is aligned to the Australian curriculum meaning that the strategies they teach are the same ones used in the classroom. And don’t worry, it’s not all hard work! NumberWorks’nWords puts a strong focus on learning through fun! They believe that if children see their own successes as they reach milestones in their program, they will be more confident and motivated to learn. This means rewards like certificates, treats and games! At NumberWorks’nWords all new students have a FREE ASSESSMENT during the initial 20-30 minutes of their complimentary first session. The tutor will discuss the results with you, and together, you can decide on the best program for your child. We asked Owner and Manager of NumberWorks’n’Words Norwood/Unley, Stella Walls, how to decide if your child needs tutoring: ‘We understand the dilemma. On one hand you’re thinking “Maybe I’ll just wait and see how things work out”. And then your mind does an about-turn and thinks, “If we don’t do something soon, it’ll become a bigger problem”.If you really want to find out if your child needs tuition services, you need to consult an expert educator. You can do this for no cost by booking a free assessment with us. It doesn’t cost a thing and you’ll get a clear picture of how your child is doing compared to other children of the same age. You’ll also get specific information about weaknesses and strengths, as well as an indication of how tuition could make a difference.’ Your child may need tuition at NumberWorks’nWords if he/she: Needs to increase skills Finds the discipline of homework hard going or needs help with homework Says he/she is OK, but your instincts are telling you something is not quite right Wants to get into or stay in the top group and feels a tutor will help Needs a confidence boost before moving to a new school or sitting exams Loves learning and just can’t get enough Can be disruptive during lessons or plays the class clown to cover up for non-achievement Has clear strengths, but also has weaknesses Two Locations!  Shop 553 – 59 The ParadeNorwoodAdelaide 5067 And Shop 5248 Unley RoadHyde ParkAdelaide 5061 numberworksnwords.com/au

As a parent it’s not unusual to have questions about orthodontic treatment for your kids. We thought we’d do some investigating for you and speak to the lovely team at Transform Orthodontic Care. The Transform team is led by Dr Daniel De Angelis, a South Australian accredited Specialist Orthodontist, who, has been straightening teeth and correcting bites for over 20 years. As a father to two young children, Dr De Angelis understands the challenges of parenthood and is caring and sensitive to the needs of his all his patients, particularly his youngest ones. He loves to see the excitement in their eyes as their smile and confidence transforms. Dr Daniel De Angelis Here’s some orthodontic advice straight from the Dr’s mouth: What age should my child see an orthodontist? As your child starts to lose their baby teeth to make way for adult teeth, you might be wondering whether their teeth are growing ‘normally’, and whether you need to take them to see a dentist or an orthodontist. Like everything when it comes to children, every child is different! Whether they need orthodontic treatment will really depend on the child, and if there is an issue that needs to be treated. My view is that seeing an orthodontist for an assessment at 7 years of age is a good idea. It means we can either rule out the need for early treatment, or if there are any problems present, we can talk you through the best course of action to put you and your child’s minds at ease. Correcting a potential problem before it eventuates can often be less complex than delayed treatment. For some children, early treatment can prevent physical trauma to the protruding front teeth and reduce emotional distress. Essentially, early orthodontic treatment can also save you money down the track, by reducing the need for more expensive treatment in later life (which we all like to hear!). How do I know when to take my child to see an orthodontist? If any of following things are concerning you, your child might need an orthodontic assessment: -Early loss of baby teeth (before age five) -If your child’s teeth don’t meet properly when biting -If your child’s front teeth are crowded (around age seven or eight) -Protruding front teeth -Biting or chewing difficulties -If your child’s jaw shifts when he or she opens or closes the mouth -If your child is older than five years and still sucks a thumb or finger How do we determine if early orthodontic treatment is necessary? One of the ways we determine if early orthodontic treatment is necessary in a child aged eight to ten is through identification of a developing malocclusion (known as a “bad bite”). This could include crowding, deep bites, crossbites and open bites. Early orthodontic treatment can assist in correcting more serious bite related problems, by guiding the jaw’s growth patterns and helping to make extra room in the mouth for permanent teeth as they come in. It’s important to begin early orthodontic treatment while a child’s jaw bones are still soft, as the bones are still pliable, making corrective procedures faster and more effective than in teens and adults. Appropriate early treatment is an effective pre-emptive measure that lays the foundation for a healthy and well-functioning mouth in adulthood. Do I need a referral from a Dentist? No, you don’t need a referral from a dentist. I like my patients to see their dentists regularly for a check-up and clean, maintaining general dental care is important. Our patients are rewarded with a movie voucher if they see their dentists every six months for a check-up and clean. Modbury, Norwood and West Lakes and St Peters 1300 870 747transformorthocare.com.au @transformorthodonticcare

There are many tough decisions we make as parents on a day-to-day basis. Sometimes the choice between distracting them with Peppa Pig or Baby Shark (while you’re trying to have a quiet moment to read the latest issue of KIDDO) is a hard bet. For parents, choosing a primary school is one of the first monumental decisions that will pave the way for the rest of their lives. Aside from the joyous new friendship making, glu-sticking, story reading, hand-clapping, alphabet-learning-fun that primary school is, it’s also one of the most formative periods in your child’s life. There’s no underestimating the importance of choosing the right primary school for your child and your family. As well as wanting your child to feel happy, safe and secure, and able to take risks in a supported environment, primary school is a time for each child to pursue interests and discover unique strengths. SPECIALISTS IN PRIMARY TEACHING As an International Baccalaureate Organisation World School, St Peter’s Woodlands (SPW) delivers the IBO Primary Years Program. This program fosters the development of the whole child as an inquirer, both in the classroom and the world outside. Engagement in the IBO Primary Years Program ensures children are seeking answers to real world issues. This inquiry approach, paired with the high value SPW places on developing individual social, emotional, physical, spiritual and intellectual needs of children, means children are able to confidently pursue their unique interests and talents in smaller group sizes at every age. EDUCATORS “When teachers are well supported, they’re able to spend more time with each child to uncover individual strengths and interests,” says SPW’s Principal, Chris Prance. At SPW, classroom teachers are supported by a team of Learning Support teachers and assistants, who help develop, plan and resource programs designed to enrich learning for everyone. An initiative of the Learning Support team is The Hub, a centrally located space offering stimulating lunch time clubs and activities for all children. The library also offers a creative ‘Makerspace’ each lunchtime where children can challenge themselves with deliberately designed creative activities. Thanks to the support the school provides their educators, SPW has become a school of choice for teaching staff, boasting a high retention rate of staff, both male and female. STATE OF THE ART RESOURCES IN THE HEART OF GLENELG SPW has modern teaching spaces, facilities and resources to support each child in their learning and development.Students are supported to discover interests through engagement with purpose built facilities including the multimedia suite with green screen, dance studio, design and technology studio, music suite, visual art rooms and food technology centre. Children who love being outdoors can explore extensive play spaces and grounds, with three large grass playing fields along with multi-purpose outdoor and indoor court facilities, all within a short stroll to Glenelg beach. SPW recently constructed a nature play space, and actively creates educational programs to encourage outdoor learning and exploration of the environment. A RANGE OF EXTRA-CURRICULAR ACTIVITIES While SPW’s focus is strong on literacy and numeracy skills, they also offer a diverse and in depth extra-and co-curricular program with specialist teachers. To build self-esteem, it’s important for young people to excel at something, and feel proud of their individual achievement. Sport plays a large part in the SPW community, teaching team skills, cooperation and discipline. From Reception upwards, children can take part in sports including dance, gymnastics, netball, football, cricket, tennis, judo, basketball, soccer and netball. For the creatively inclined, SPW has a strong extra-curricular arts program, from one-on-one instrumental and voice instruction to various choirs, school musicals involving students from R-7, bands and ensemble participation. To help build your child’s confidence and citizenship skills SPW also offers Tournament of Minds, debating and public speaking, along with a strong Student Service program that incorporates leadership opportunities for students across multiple year levels. SPW offers something for everyone and has the resources to help your child succeed in the formative years of their educational journey. If you’re interested in finding out more information or to book a personal tour contact Jo Gray, Enrolments Manager, today. Find out more information or book a school tour visit:St Peter’s WoodlandsELC – Yr 7 Jo Gray, Enrolments Managerspw.sa.edu.aujgray@spw.sa.edu.auT 08 7221 6217

You’ve discovered you’re pregnant by wee-ing on a stick, a couple (or a million) times, over a couple of months or several years, via the old-fashioned method or a more assisted process. You’ve cruised through an ‘easy’ pregnancy or ‘white knuckled’ it through the nausea, heart in your throat every scan (given past experiences of hearing devastating news at scan(s)), each personal milestone and movement while carrying your precious baby. You’ve navigated the process of birth in a public or private hospital or at home with a doula, midwife, obstetrician or all of them via a vaginal, caesarean or combined birth. You have held your precious baby in your arms for the first time. You’d be excused for thinking the hard work was past you, however, like any massive life changing event, becoming a parent will take you to the heights of ecstasy and the lows of questioning your decision to ever have a baby in the first place. Nothing can fully prepare you for the moment you realise that this baby is yours, and you are forever responsible for keeping this tiny human alive, and for better or worse your life will never be the same. In this article I’m hoping to either validate your experience as a new parent, or provide you with some food for thought if you are about to embark on parenthood. I do not want to scare anyone or make it sound like having a baby is a terrible idea – I obviously don’t endorse that given I have three beautiful children of my own! I do however, want to present a realistic and possible side to parenthood which is less likely to be discussed because we can feel pressure to only focus on the joys of being lucky enough to have had a baby. The following are just some of the areas which may be challenging after having a baby: Caring for and being home with a baby: The steep learning curve to care for a baby can feel like starting the most important job of your life without having received any training – which can lead to a lack of confidence. We are bombarded with the ‘rules’ of parenthood. This often unsolicited advice comes from various sources:– Well intentioned (fingers crossed) friends and family spanning several generations.– The plethora of parenting books which cover polar extremes of parenting styles and everything in between.– Random strangers when you’re out and about with your baby.– Health professionals – which can somehow provide contradictory information and advice on the exact same topic e.g. establishing breastfeeding. Some of the need to know safety information about caring for our baby can leave us feeling anxious and overwhelmed e.g. SIDS. We’re trying to make sense of all of the above through the fog of disrupted sleep while we’re physically recovering from giving birth and possibly trying to establish breastfeeding. Realising that any opportunity to sleep, have a shower or have your arms free is now a luxury between the repetitious schedule of feeding and settling duties. At times it can be boring caring for your baby at home on your own. New self – which now includes being a mother: We often tie ourselves in knots trying to be a ‘perfect parent’ which is as attainable as riding bareback on a unicorn. Trying to be a ‘super parent’ who can do it all, sets us up for failure and overwhelm. Negative comparisons to others – both to those in the flesh and to those on social media living their #bestparentinglife. Falsely believing that every other parent has got it all together and loves their lives can make us feel incompetent and alone. Feeling the actual or perceived judgements of strangers, friends and family regarding your abilities and choices as a parent. Pressure for your body to ‘bounce back’ after being pregnant and giving birth. Possibly feeling socially isolated at home on your own with your baby. Old friendships may change (especially if your friend doesn’t have a baby). Finding yourself having to make new ‘mum’ friends as an adult which can be daunting. We can experience motherhood guilt… for everything. For example, when we haven’t felt a close connection to our baby straight away. Pressure to keep the baby’s needs met and also attempting to keep on top of household duties. Grief and loss regarding the pre-baby person we used to be, living the pre-baby life we used to live. Trying to make sense of who we are now as a parent, and what has happened to all of the other facets of ourselves: successful and confident worker, wife, daughter, sister, friend and so on. We can also be surprised by the reflections we find ourselves making about our own mothers or caregivers, childhoods and experience of being parented. Relationship with partner and co-parent: (if you are not a single parent – which has its own specific challenges) Navigating the change in your relationship from being a couple (just the 2 of us) to being parents (now 3+ of us). Stressors can arise when each person has a different parenting style based on discrepant values and beliefs. Challenges can emerge if either party’s in-laws are deemed as unsupportive. The primary caregiver can become unknowingly territorial regarding the care of the baby (because of their 24/7 skill development!) and find it difficult to sit back and let the other parent care for their baby in a ‘different way’ versus the ‘wrong way’. The non-primary caregiver can feel excluded by the skill development and relationship developing between their partner and their baby. Pressure to become physically intimate after birth can cause stress between partners. Lack of understanding for the unique pressures on each parent after having a baby. 
For example:– One parent may feel the burden more keenly of being the main bread winner for the family, while the stay at home parent may feel vulnerable with their limited capacity to financially contribute to the family.– The stay at