These days it seems that almost from birth, children are immersed in a digitally rich environment, from tablets to desktops and texting to social networks. Despite efforts to keep technology away from children, there is no way that any parent can stop it all from becoming part of a child’s life, or at least maybe at first, but not once they reach 5 or older. But if we step back a little bit, we can see that there are advantages to allowing some access to technology. Digital technologies have potential benefits in the areas of cognitive, social and physical development. They have huge appeal for children, and this can be harnessed to help children socialise, develop and learn. Kids who are old enough to swipe a screen can have access to the world.
I have a beef about men and dresses. Either they love them or they hate them. No middle ground- it’s a polarising topic. Many men would run as fast as they could in the opposite direction when even the merest whiff of dresses comes up, while for other guys the chance to play dress-up is irresistible, and they will never say no when the opportunity arises…
I’m half Scottish. Need I say more?! I was brought up in a kilt- wearing environment, where at a party every single person there, male and female, would be wearing a skirt or dress (OK, OK- not a skirt, a kilt ;-)). I love the things, from the way they look and the colours they have to the way they make men behave- they bring out the gentleman in most men, and they obviously love the feeling and the comments they get from wearing one. Continue reading “What is it with males and dresses?”
How far can OPOL go for most people, and how rigid should we be with it? Is there even a “right answer” to this question? Certainly there are a million viewpoints on it. OPOL is the preferred choice for many bilingual families (as I wrote in my previous blog: Do I confuse my kids?), but it is not the only choice.
George Saunders wrote in his book “Bilingual Children: From Birth to Teens” that the “one person, one language” approach “ensures that the children have regular exposure to, and have to make use of each language. This is particularly important for the minority language, which has little outside support.” This is a logical approach, but is not always possible.
Why is it that learning happens at a time in our lives when we don’t understand its benefits?! Like being pushed around in a pram, being sent for a nap in the afternoon, or having all our meals made for us, as a child we just don’t appreciate the good things until they’re too late. Instead, as with generations before us, we rebel against our parents, and ignore or waste the wonderful advice they give us.
I include the advice we give and receive about learning a language in this. It’s all very well spouting off about the many benefits for a child being raised bilingually, but sometimes it’s not as easy as we would hope. In the process of raising our children we want to find a good balance of independence and conformity, but often in the process we find that we have a son or daughter who doesn’t want to do exactly what we have asked.
For those of you who haven’t come across it yet, a new book is on the market which is specifically directed at bilingual and multilingual children. “A Fish in Foreign Waters”, written by Laura Caputo- Wickham and illustrated by Pamela Goodman is perfect for all young children who are learning a second language.
While written in English (with plans to translate it into other languages in the future), this book appeals to children of all (but especially bilingual or multilingual) backgrounds. It tells the story of Rosie Ray, whose family move to another part of the ocean. When they arrive Rosie has to learn a new language and make new friends- a daunting task for anyone, but especially for a young fish. The story describes her struggle and success, and reflects nicely the lives of many children who move to a new country or have to start afresh somehow.
There’s no point asking whether they should use them or not- it’s too late for that. Most kids these days from about age 5 know what a tablet is, and can navigate pretty well around the apps. They can show many of us oldies what to do when we get stuck, and can function pretty well- amazingly well to be honest. And currently tablets are being used in schools for children as young as 5, by teachers trained to maximise their potential.
Generally that’s all fine- research has shown that limited time on a tablet does no harm to a child; the opposite in fact. You only have to read about the charity Onebillion, or the project “One Laptop per Child” or “The School in the Cloud” to see that technology is being used in the classroom from a very early age, and with positive and successful outcomes. In the current classroom context, we can see how digital devices can be used to support the development of core skills like literacy and maths, and how digital apps can provide an engaging, stimulating and creative way of promoting children’s learning.
The key word in the above sentence is CAN. Apps can help learning and encourage all the good skills we want our kids to have. But we are all still a bit skeptical about what is out there, and with good reason. For the handful of good apps available there are a million bad ones- or at least not good ones… I wouldn’t say that they are all bad, so as a parent we should worry that the content our children are seeing on a tablet is appropriate. The problem is where to start?
My daughter is ready for her first bicycle. My son is ready for his first ‘laufrad’ (Does this have an English name? Wheel-less bike? Push bike? Google translated it as ‘impeller’??!!). Sadly, he is getting a hand-me-down, while she is getting a new one. I have a feeling this will be repeated in a few years, when he is also ready for a bicycle.
So, I went online, as we always do, to find out more about the perfect bike. The first site (and the second, and the third…) I visited had two pages: ‘boys bikes’ and ‘girls bikes’. No overlap; no mutual, unisex bikes… just two separate pages.
I can feel this blog becoming a bit of a rant. How is it that something as genderless as a bicycle has to be classified like this? It’s not even, as with adult bikes, that the cross bar is in a different place (unnecessarily in my opinion- unless you are still living in the Victorian age and wearing long, billowy skirts). It is solely colour. All the boys bikes are blue/ black/ orange/ red, and the girls bikes are pink/ purple/ more pink. Girls get pink Hello Kitty bikes and boys get blue Captain Sharkey. Girls get a pink rabbit design, and boys get a green crocodile. Why? WHY??
My son is only 1 1/2, but already has a thousand nicknames. It seems to run in our family, the nickname thing. I have been Gorg all my life, and my sister is Monster (you have to know her to understand!). But how does Sausage/ Bumble/ Fattypuff/ Sassafras/ Saskie know his REAL name? He does though- somehow he manages it- picking the right word from plenty of options.
Kids thrive on consistency, and are often better behaved when they have a good routine to follow. By that count, the language that we teach and model for them should follow the same consistent path, and by that I mean hearing one language spoken to them, so that they can learn to speak it properly themselves. However, this is fraught with difficulties and obstacles, when you consider that many families these days have two home languages (as with many of my friends here in Vienna who have an Austrian parent and an English-speaking parent), or if not that then two accents/ dialects for the same language (as with me and my husband).
Some friends recently came to me to ask about how to teach a language (in this case English) to their 2- year olds. Interesting, I thought, especially as my 20- month old still doesn’t really speak very much- he hums his way through a lot of songs, but words aren’t his forté. However, as he has plenty of friends who are speaking quite a lot, I started to think of ways that I could “tempt” him to speak. We all need a little encouragement from time to time… maybe some of these will work (without being too cruel to be kind):