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WELCOME TO THE I CAN READ INDONESIA BLOG!

Each month we will be adding new articles on the broad subject areas of Education and Teaching. Some articles will have a teacher focus, some will have a parent focus and some will be of equal interest to both. Whichever you choose to read, we hope that you find them thought provoking and informative.


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PARENTING WITH RULES AND ROUTINES



Raising a happy, confident and well-behaved child can be equally rewarding and challenging. As parents, our children’s behaviour is often seen as a reflection of our parenting skills. In our minds, a consistently well-behaved child indicates clear evidence that we are successful in our role as parents, while a regularly misbehaving child perhaps indicates the opposite?

So, what does it take to raise a happy, confident, and well-behaved child? Of all the mums and dads I’ve spoken with, there is one common thread from our conversations, and that is the establishment and following of rules and routines. They all believe that the setting of practical family rules and the following simple agreed routines have helped them as they raise their children.

When talking about family rules and routines, what we are really meaning is the known ‘guidelines’ that we as a family, have in place to ensure that we all know and understand what is, and equally, what is not, acceptable behaviour in our family e.g. never wander away in a public place, or always hold mum’s hand when crossing the road, or always do your homework before watching TV, or listen when an adult is talking or come inside before it gets dark…

If we want family safety and harmony therefore, let’s just throw a few rules and routines at our children and then we can all get on with living ‘happily ever after’.

Sounds easy, but in reality, parents know (or learn very quickly!) that establishing rules and routines is often far easier said than done, and can in fact be massively challenging for the simple reasons that:

  • For most children, curiosity outweighs rule-following e.g., in the mind of a child, ‘I know I am not supposed to wander-off in the Mall, but over there, is a TOY SHOP!’
  • Children are attention seekers e.g., in the mind of a child, ‘I know I’m supposed to be quiet when mum talks to my teacher, but I want them both to know that I AM HERE!’
  • Children are gifted ‘testers’ of their parents’ limits e.g., in the mind of a child, ‘I know I’m supposed to brush my teeth every morning, but I wonder how long I can get away with not brushing them?’

But while challenging, the establishing of these family rules and routines are worthy of your time and effort.

Why?

  • They provide children with a sense of comfort and certainty – yes, they will undoubtedly question them and you at times, but even so, they secretly like the security of having them.
  • They provide children with reassurance that their parents are there for them.
  • They clearly show children what is expected of them.
  • They help teach children e.g., when children are given rules on screen-time limits, you are helping them develop skills such as how to manage time, or make considered decisions…
  • They help prepare children for a future of constant and ever-changing rules. The world in which they live is filled with rules and regulations, so in living with and understanding your family rules you are better preparing them for their rule-heavy lives ahead.

Just like rules, routines are used by parents to help family-life run smoothly. Routines are simply sequences of behaviour that we regularly follow in our daily lives. In establishing routines for our children, parents are effectively taking away the need for countless ‘little rules’ and replacing them instead with specific and stated (as with family rules, your children must be clear of what the routines are, and why it is important to follow them!) actions, that ultimately become nearly automatic.

Some examples of common child friendly routines being:

  • Wake-up and get out of bed (at a given time), get dressed, have breakfast, brush teeth and hair, pack schoolbag…
  • Putting schoolbag in the designated area when arriving home from school, having a snack, doing homework, enjoying free-time, dinner…
  • After playing with toys, pick-up after yourself and tidy away.
  • Turn off the TV after watching or when not watching.
  • Putting important notes or letters on the notice board (or on the fridge door) so mum and dad can easily spot them. 

As with everything when it comes to encouraging our children, the acceptance of family rules and routines will be more successful if they are delivered with ample encouragement and positive reinforcement - it is vital that parents show their appreciation of their children’s efforts and improvements, no matter how small they are – here are a few ways to acknowledge their efforts:

  • Give praise.
  • Thank them.
  • Discuss your family’s rules/routines and allow them to offer suggestions for changes.
  • Star charts or achievement charts, later to be exchanged for a bigger reward.
  • Arrange a special, fun family activity.
  • Have their friends for sleepovers or playdates. 
  • Favourite food treats 

For children, specific and known rules and routines bring certainty at a time when their lives are constantly changing. As parents we can help our children accept the introduction of these into their lives by clearly explaining why each is important, by being consistent in expecting them to be followed, and by following through with consequences if they are not. 

Georgia Marias
April 2021
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WHY, OH WHY?



Will it be Mama? Or, will it be Dada? A child’s first spoken words are often much anticipated and celebrated.

But… barely before the excitement has died down, a new reality quickly emerges and with it the realisation that from here on in, your life as a parent is once again about to change.

On average, in the first 5 years of life, a child will learn around 5000 new words, increasing to 10,000 – 12,000 words by the age of 10 years.

Nouns (lots of nouns!), Verbs, Adjectives, Adverbs… Whether implicitly or explicitly taught, these new words allow the child to expand their view and understanding of the world and their place in it.

Within these thousands of newly acquired words will be ‘the many’ that are used in typical daily conversations (hello, swim, dog, school, green, no…), some that signify themes (train, car, airplane, bus, bike…) and some that highlight cultural niceties (please, thank-you, excuse me, sorry, you’re welcome…).

Most words once accessed, become part of the child’s ever evolving vocabulary base, to be used as or when needed. But occasionally an especially powerful word will arrive and with its arrival comes a degree (often many degrees) of challenge, not just for the child, but also for everyone around them, especially parents and teachers!

Arguably one of the most testing of these words is the humble, ‘why’. On the face of it, a simple one syllable, 2 phoneme, 3 letter word, but delve a letter deeper and the importance (and challenge) of this powerful little word soon becomes clearer.

The arrival of the ‘why’ into a child’s everyday vocabulary, appears with lightning-like speed almost as soon as their spoken language first emerges – one day it’s Mama, and the next it’s why, why, why, why, why…

  • Parent: ‘It’s time to brush your teeth’. Child: ‘Why?’
  • Parent: ‘That’s enough story-time for tonight’. Child: ‘Why?’
  • Parent: ‘It’s raining’. Child: ‘Why?’
  • Parent: ‘Let me peel the orange first’. Child: ‘Why?’
  • Parent: ‘Be gentle with the puppy’. Child: ‘Why?’

But, why all the ‘why’s?’

At its most simple, children, like adults, ask questions, because they want to know the answers (both facts and explanations). If you can recall a time when you have visited a new country or perhaps learnt a new skill, you may also recall that in the beginning you had a lot of questions as you tried to make sense of it all. This is the exact same for our children - they are constantly visiting new places, learning new skills, having new experiences, being introduced to new ideas… so it’s no surprise that the questions just keep on a-coming!

Just how many questions? You may well ask. On average, a child will ask around 40,000 questions between the ages of 2 and 5 years*. (Spare a thought therefore for parents of more than one child, e.g. three children = 120,000 questions!). 

Being on the receiving end of this ever increasing and seemingly never ceasing barrage of ‘whys’ can frazzle even the most patient of parents and teachers, but… be patient we must! Because in allowing our children to ask the ‘whys’ we are setting the foundations for a life of curiosity, knowledge seeking and critical thinking. 

In those moments when you may be inclined to ignore the incessant ‘whys’ (in addition of course, to the when’s, what’s, where’s, who’s, and how’s), remember that the more questions your child asks, the more they are learning – and this is a GOOD thing, as highlighted in this quote by Warren Berger.

‘Knowing the answers to questions will help you in school, knowing how to ask great questions will help you in life’                                                                                                                                                                                                                                                                                                                     
So, what about us as parents and teachers? What is our role in the encouraging of the ‘whys’?

1. A Listener
Actively show that you value their questions and curiosity by listening and responding.
2. An Encourager 
Create environments in which children feel safe asking questions and praise the asking of good questions with equal positivity as you do for the correct answering of questions.
3. An Answerer 
Become a walking, talking, breathing ‘search-engine’ for the 100’s of smaller, simple, fact type questions that come at you on a daily basis.
4. A Researcher 
Show your children that at times finding answers, especially for the higher-order thinking questions, takes hard work and research. Encourage them to consider a variety of possible answers, rather than believe the first one they hear or see.
5. A Co – Learner
Turn it around and also ask your children questions. In doing so you are demonstrating that gathering new knowledge and understanding is life-long, and that you as their parent or teacher value their thoughts and opinions.

As parents and teachers, we along with all of our other responsibilities are the primary enablers and nurturers of our children’s need to expand their knowledge and therefore view of the world. This knowledge is built question by question by question by…

Sending our children into the world as questioners, equips them to follow their own paths, make their own decisions, evaluate, re-evaluate, discover, agree, disagree, theorise and so much more. 

Let’s therefore actively encourage our children to become super questioners, starting right from their very first ‘why?’

Inge Wilhelm
April 2021
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FACT OR FAKE?



With the vast amount of knowledge and data it holds, the internet is playing an increasingly vital role in many of our lives. It provides endless learning opportunities and in recent years, growing numbers of us are now using it as our most common source of information. Essentially, the internet allows anyone to get any answers to any questions. Wherever. Whenever. From Whomever. 

Children are no exception. From having social media accounts, to watching videos online, to texting in group chats, to using search engines… with a simple click of a button, a child can also find anything on the internet – from answers to a homework assignment, to a recorded video of last year’s concert, or a picture of a favourite celebrity or even a moment-by-moment account of a tragedy as it unfolds on the other side of the world…

By default, and especially during this last year of ‘learning from home’, for many parents and students the internet has become a ‘go-to’ teacher or tutor replacement, as they have tried to maintain some semblance of learning. On the surface, this would seem to be a good thing. But if we dig a little deeper, should we really be placing so much faith in what the internet is potentially ‘feeding’ our children?  

As mentioned, the internet is abundant with information, BUT do we really know where this information is coming from or if it is even the truth? Even as adults, it can often be difficult to sift through what is being said or written before deciding if it is to be trusted, so imagine what it must be like for our children! 

Chances are, if a child is told something by an adult, they tend to believe it to be the truth. So it follows that if they hear it or read it on the internet, they will also believe it to be true!

And it’s this easy acceptance that spells D.A.N.G.E.R (for parents and teachers and especially for children!) 

Much of the information found on the internet is based purely on opinion - but as we all know, opinions aren’t necessarily the truth. In fact, opinions are often no better than pointless, useless information.

Useless information, often also referred to as fake news or false information, is not a new phenomenon – there have always been people keen to spread rumour, gossip, and speculation, but undeniably, the internet has definitely made it easier through its world-wide reach, easy access and sophisticated ability to present ‘fake’ news as real. 

Major search engine companies like Google and Yahoo have tried to tighten their reins on this. They work hard to make sure that the information they provide is accurate and credible, but fake news appears to always be one step ahead of us all, becoming a nearly unstoppable feature of the internet.

So, what is the potential impact of this fake news on our younger generation?

1. Spreading false information can cause children to feel embarrassed, shocked, and upset.
There have been many occasions where a child finds a great story on the internet, share it with their friends, who then share it with their friends… (Because who doesn’t love to share a good story?), only to find out that the story is fake. Once they find out the truth, they feel embarrassed for being so gullible for sharing something that was false.

2. Some fake stories can have a damaging impact on the health and wellbeing of our children. 
As an example, false news stories around the COVID-19 pandemic have been circulating for some time. For example, some sources say that this pandemic is only a conspiracy, with no masks or health protocols needed. Others tell us to consume a lot of protein to keep the virus away, while others still, offer unsafe recipes for homemade hand sanitizers or anti-COVID medications. Believing this kind of ‘fake’ news can really endanger our children’s safety.

3. Being constantly exposed to fake information can hurt a child’s willingness to trust. 
If a child finds it hard to believe anything - who to trust? Is this real? Or, even, what is the truth? It opens them up to a constant doubt and fear that nothing they are being told is real, even if it is in fact the truth. 

What, therefore, should we as parents and teachers be doing to reduce the easy acceptance and impact of fake news?
  • Most importantly, let’s start by being aware of what our children are viewing on the internet – a young child doesn’t require full and open access, so monitor it: view the internet together, discuss what you are seeing and hearing, question their understanding, stay informed and become a part of their internet world!
  • Let’s actively teach our children analytical thinking skills. Children who question what they are hearing or give more thought to what they are being told, are far more likely to be able to discern true from false. 
  • Let’s focus on helping our children gain the literacy skills required for them to be able to independently read and fully comprehend what they are reading. 
Further, teach and support your children to do the following to both spot and reduce their access to (and sharing of) fake news*:
  • Check the source of the news. Where the news comes from is as important as the news itself. Fake news stories use technology and social media to look like proper news sites. This can make a fake story seem real. Make sure the website’s name is credible.
  • Don’t just rely on the headline. More often than not, fake news doesn’t have a matching headline. Make sure that the headline agrees with the content of the article and read it whole before you share a story. As a rule of thumb, read and fully understand all stories before sharing them with others!
  • Be aware of photoshopped videos and pictures. Do they look right? Do they look photoshopped? Do they have sources? In this day and age, photoshopping pictures and videos has become so easy that almost everybody can do it.
  • Check with an adult. If they have doubts about information being read or heard online, recommend that they discuss what they have read or heard with a parent or teacher.
The internet as a source of information is here, and it’s here to stay. As parents and teachers, we simply cannot (and should not) stop our children from using the internet. BUT, in order for our children to get the best from their online encounters, we must take an interest in and be a part of their internet/social media lives. At the very least, it is up to us to warn them that not everything that they see and hear online is real and to actively give them the skills needed to separate fact from fake news.

*Taken from https://www.vodafone.co.uk/mobile/digital-parenting/rollup-fakenews with some adaptations.

Agus Haris
March 2021
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CREATIVITY BEGINS AT HOME



As the parents of three young girls, my wife and I, like millions of parents around the world, are always looking for ways to help our children live their best possible lives.

As both parents and educators (yes, my wife is also a teacher!), we are very aware that we have an important role to play in constantly providing our children with opportunities and experiences to spark their creativity, alongside their higher-order thinking skills, empathy, social and cognitive development…
For this article, I will be using the experiences of my family (especially from the past 12 months when we have been doing so much of their educating from home) to give you some ideas of how we’ve used everyday family activities to encourage our daughters to explore and develop their creativity.

But before I do this, let’s first take a step back and examine what we mean by ‘creativity’.

If we talk with other parents and teachers, or do some simple online research, it quickly becomes clear that ‘creativity’ means different things to different people. Some people think that creativity is something that you are born with, so you either have it or you don’t. Others view creativity as having the ability to paint, or play a musical instrument, or write a beautiful poem or… While others still, see creativity in a more abstract way, seeing it as an ability to think differently, or the willingness to be inspired, to be innovative, to be curious, to be expressive or to be original…

But however differently we view it, the one thing that there does appear to be agreement on, is the connection between creativity and literacy – to put it simply, Creativity + Literacy = Better Learning.

Below are 8 ways (or ideas) to encourage creativity that my wife and I use in our home.
  1. We start by providing our daughters with an environment in which their innate creativity is able to be safely expressed and explored. Our home is filled with books and games and toys. Our home is also filled with talking and laughing and questions and the encouragement to try new and different things.
  2. We try not to be too ‘bossy’ by telling them what we think they ‘should’ be doing, instead we allow our girls to share in the decision making for activities that they can try individually, or that we can do together as a family. They have a small whiteboard in their bedroom on which they write their suggestions and we then decide as a family which of these activities to do together in the weekend. One of our most favourite family activities is cooking delicious food together. Cooking is amazingly creative: it allows us to practice maths and science and reading and following directions… and of course it allows us to eat some delicious food at the end of it!
  3. We allow our daughters’ time and space to be messy and noisy, and while it does sometimes become quite chaotic in our home, we know that creativity comes more often from within chaos than from neatly and quietly ‘drawing between the lines’! (However, yes! We do expect them to help clean up.)
  4. We give our daughters as much of our time as we can manage – though as all parents know, regardless of the amount of time we give our children, they always want more! When we do devote time to being with our girls, we push them to use their imaginations and to share their thoughts and ideas with us all.
  5. We know that it is important not to limit our daughters’ creativity to just the ‘arts’, so we also give them opportunities to get outside to explore their local community. Our three daughters (10, 6, and 4 years old) all have bikes and whenever possible our whole family love to go on bike rides. As we bike along the streets near our home, it’s a great time to share thoughts with each other about our lives, our country, our family, our history, and our traditions. We could teach them these sorts of things from a book, but it’s much more fun to learn while being out and about and engaged with the ‘real’ world.
  6. We actively encourage our daughters to play and have fun as they are learning. Our daughters especially enjoy role-playing and watching us teach online as we have been doing for much of the last year has given them plenty of ideas for their own teacher/student role-plays. Having our daughters see us taking a creative approach to our lives and work also helps reinforce to them that creativity is lifelong.
  7. We celebrate curiosity and perseverance. Not all creative thinking or actions are successful, and we’ve told our daughters that that’s ok. Not every drawing is going to be a masterpiece, not every idea is going to be agreed, not every new activity is going to be enjoyed – but, when this does happen, we encourage our daughters to make any necessary changes, or to re-think their options and try again.
  8. We don’t place some creative activities above others, so we praise our daughters equally for all of their creative endeavours, whether it be an interesting idea, a clever question, a great sentence in a story that they have written, a delicious cake they have helped bake, a dance that they have made up or…
As parents, my wife and I can’t ‘force’ our children into ‘being creative’ (and nor do we want to). Pure creativity doesn’t work like this! But what we can do, is use our home as a ‘container or incubator’ in which our young daughters’ can freely play, create, imagine, experiment and share. In encouraging them to do this as young learners, we hope that they become creative life-long learners and get to experience all of the educational joys that this approach offers.

Riagus Izzan
March 2021
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IS IT TIME TO CONSIDER MAKING A CHANGE?



You might be interested to know that when it comes to the I CAN READ teaching community, ICR Indonesia stands out as having the highest percentage of teachers who choose to stay and teach with us for the longest period of time.

Teachers stay in a teaching job for numerous reasons. Many of these are positive - they like their school, their colleagues, their students, their employer, or they love the subjects they teach and are passionate about educating the next generation…

Long-term (or in fact any) teachers who are in the teaching profession for reasons such as these, bring with them,

Knowledge, Experience, Confidence, Engagement, Commitment, Stability, Enthusiasm, Animation…

And why are these so important? Because, as American Educationalist Robert John Meehan rightly says;

‘Teachers who love teaching, teach students to love learning’

But what about teachers who stay in a teaching job for the wrong reasons? - maybe they just really need a job and any job will do, or they are so familiar with the job, they can just roll up and do it, or perhaps they lack the motivation to try something new, or they simply feel that staying is easier than leaving…

Long-term (or in fact any) teachers who remain in a teaching job for reasons such as these, may bring with them,

Dissatisfaction, Complacency, Boredom, Indifference, Frustration, Disappointment, Unhappiness…

And why can these be so damaging? It’s very simple – because our students deserve more!

So… do you know which of these camps you fit into? Do you know the real reasons you choose to stay in your teaching job? And, would you know when it might be time to consider a change?

While the first two questions are for you and you alone to reflect upon and honestly answer, the third question is perhaps more universal?

Schools, including I CAN READ Centres, rely on their teachers. We work hard to recruit the right teachers and when we find the good ones (or better still, the great ones) of course we want to hold- on to them. But what about from the teachers’ perspective, when or why should a teacher consider making a change?

Let’s look at five broad examples that are commonly cited by teachers as a ‘wake-up’ call that maybe not all is right in their current teaching situation.

1. When teaching your students no longer gives you a sense of enjoyment or satisfaction: Let’s face it, watching your students grow and succeed as they learn is the biggest perk of being a teacher, so when that disappears, maybe it’s time for a re-think?

2. When it’s time to expand your experience:
The same school with the same curriculum, the same colleagues, and the same students is only ever going to give you the same teaching experience. Stepping outside of the same-old, same-old, could be just the thing needed to re-inspire you to think and teach differently.

3. When you are no longer growing and developing as a teacher:
If you are still teaching your lessons in exactly the same way today as you were two years ago, or even one year ago – maybe it’s time to seek out new ideas, new thoughts, new teaching methods, new inspiration.

4. When you are in a lull and have reached the point that you are just going through the motions:
Perhaps you’ve lost your teaching mojo, but simply going through the motions benefits neither yourself nor your students. Life is far too short to be tied to a job that brings you no personal fulfilment.

5. When you need to re-fall in love with teaching:
Ask any group of teachers why they chose a career in education, and the majority will say it is because they love being able to help shape the minds of our young and prepare them for the future. If an honest conversation with yourself reveals that this love has waned, then maybe it’s time to think about finding a new love, whether it’s teaching somewhere new, or trying something completely different.

If any of the above have resonated with you, relax, it doesn’t necessarily mean that you should chuck it all in and go become a wildlife animal ranger (though wouldn’t that be a great job!).

It merely gives you a sign that changes need to be made – be they big or small. As Tony Robbins says, ‘nothing changes, nothing changes’ which I take to mean that if you want to see change, you have to actively make the changes you want to see!

If you do come to realise that it’s time to leave a teaching job and seek out new opportunities, then that’s what you should do. Yes it takes courage, but equally, it potentially comes with great reward. If however you realise that it’s time to reassess your current teaching situation and determine what needs to be changed within to help you reignite your teaching passion, or improve your skills, or seek out new experiences… then decide an action plan and make it happen.

Ultimately for most teachers, a sustained commitment and passion for teaching will come if they experience teaching as being both socially and personally meaningful. 

If this is not YOUR current experience, maybe it’s time to consider making some changes?

Inge Wilhelm
February 2021
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ENLARGING YOUR CHILD'S WORLD



"There are many little ways to enlarge your child’s world. Love of books is the best of all!" - Jackie Kennedy

At I CAN READ we’re big fans of reading! In fact we’re such big fans, that for over 20 years we’ve devoted ourselves to the developing, testing and refining of the I CAN READ: Reading Programme. By attending this programme, thousands of young learners around the world have successfully learnt to read and become BIG fans of reading themselves.

As teachers and parents we know that the ability to read is important to academic success.
Why you may ask?

Because, 1. Reading boosts:
  • Vocabulary acquisition and knowledge
  • Imagination and Creativity
  • Curiosity
  • Higher Order Thinking and Analytical Skills
  • Empathy
  • Communication Skills

And, 2. Reading contributes to:
  • A developing understanding of the wider world 
  • A sense of connection and belonging
  • Cognitive Development
  • Social and Emotional Development

By the time a child arrives at an I CAN READ Centre or attends their first day of school, many have already started to develop a relationship with books and reading. Some will be positive relationships, while sadly, others may not. 

During our many years as Reading Specialists, we’ve come to realise that the best approach to guiding young learners towards reading literacy, is in partnership with parents. So, what can parents do to guide their children towards a lifelong love of books and reading?

Here are our top six recommendations:

1. Read yourself: 
Children look to their parents for most of their behaviour cues and when it comes to reading, the best cue that you can give your child is to let them see you enjoying reading. Research shows that children who are surrounded by readers, be they parents, siblings, friends or teachers, are significantly more likely to become readers themselves, so, be a good reading model!

2. Read to your child:
Fostering a love of reading starts on the lap of a parent. Young children are like sponges soaking up everything that they hear and see. While being read to, your child will be boosting their listening skills, attention span, imagination and creativity, attachment to the world, and their social, cognitive and emotional development.

Along with these, you and your child will also be bonding and enjoying time together. For a child this positive experience becomes closely linked to reading, which in turn encourages their desire to do it more and more.

3. Give your child access to books: 
Growing up in an environment surrounded by books, magazines, newspapers… is often mentioned when we ask people what led to their love of reading. Having easy access to a variety of books, allows children to fully explore their options for what they choose to read. What is interesting to one child, may hold no interest whatsoever to another child. Giving a child choice, gives them ownership.

While books are a great gift idea for birthdays and other celebrations, even better is introducing your child to the joys of a library. Libraries allow children to experiment with their book choices – if they take home a book that isn’t to their liking, they can simply take it back and swap it for something else. Libraries offer children a whole world filled with possibility.

4. Take interest in the books that your child is reading:
As parents we are generally good at asking our children how their music or sports practice went – but do we do the same when it comes to reading? Talking with your children about what they are reading shows that you are interested, and as most parents know, children are always keen to be the centre of their parents’ attention.

Discussions on books are more enjoyable if you stay away from lots of questions, rather, have your child describe what they liked best about their book, or how they felt when reading a particular passage etc.

5. Put aside time every day for reading:
Scheduling regular times (and sticking to them) to read together or individually, can help your children get into a routine of picking up a book and putting aside their gadgets.

Yes, undeniably these days more and more of us are reading on Kindles or Tablets or… But for the sake of a young child learning to read, while we still have the option of a physical book, let’s switch off the electronics and pick up the real thing.

6. Prioritise helping your child to learn to read:
Often, if we dig a little deeper, a child saying ‘I hate reading’ is likely to be a child who is struggling to read. And, while as parents we CAN and do influence our children’s attitude towards reading, we mustn’t forget that learning to read doesn’t just happen, it must be actively taught.

For many children this happens at school, but for others, sometimes remedial help is required. If as a parent you are worried about your child’s reading progress, approach your child’s teacher or alternatively, Reading Specialists such as I CAN READ. We are all here to help!

For parents reading this and wondering ‘Where do I start? It’s ok to start small - maybe tonight you read your children a story before bed, or maybe you talk with them about what they are reading, or maybe you make a decision to visit the local library?

There is no right or wrong, the only thing that you must do is START!

Inge Wilhelm
February 2021
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