Internet Safer than the streets of London


Is the Internet safe, well it’s as safe as another public place. It is safe with supervision and guidance. I asked my mum how she self about me living alone in London at 22, she said it was scary but she new that I was sensible and would make good choices, so while London wasn’t overly Safe the choices I made would be safe. I think about all those parents who don’t like their children catching public transport because it’s not safe. Turns out being on a train with security guards (in Perth this is all night every train), cameras and good lighting way safer than stepping out of your parked car to walk to the front door of a quiet street. I know which makes me feel unsafe.

While we were all looking for strangers turns out that the danger is on the net sitting in your room, alone not sharing. I’ve had people find my Instagram and say they live in my local area and would like to hangout. In this modern Generation Safe internet is hard to find.

SAFER INTERNET DAY is on Tuesday the 7th of FEB get involved at


Silly Saturdays

Being Healthy is Hard. I write this after eating a few (like a packet) of Dairy Milk Caramel Nibbles. But Can I add I did Voga Today, which i’ll talk to soon, and I had a yummy Healthy Brunch.

Someone told me that children become an image of the adults who influence them. I totally get that from a parent point of view, my friend Lou, started going to the gym with her mum when we were in high school. I didn’t start excising until I was 20.As a teacher is your health really having an effect on your children health.

Smoking  Mr Payne my primary school Deputy Principal smoked in the gardens shed every beak time. He had the smell always, the stained fingers, the oozing sores that never healed, the raspy voice and the clinging cough. Gross was my 1st opinion, then it was scary. I’m not 100% what he had but not long after I left the school he passed away. So while I guess he never really made me like smoking, he was and is a huge part of my option of smoking.


By the end of Health Ed I knew so much about Alcohol I was ready for anything and I, all fairness, was never the partying that was hard. The hard part is now in later life When wine goes with a meal. What is too much to get behind the wheel of a car? One, Two in 3 hours, a few last night. When is it ok to drink in the company of colleagues and parents?

Soft Drink

This one I have come across in schools often, My primary school had a vending machine in the staffroom. It was a school secret and yet we all knew it. I myself am I die hard Diet Coke drinker even Pepsi Max works. Do my kids feel the effect of this on one hand I believe that as a adult in a work place I should be able to have my caffeinated beverage. But I have also watched a teacher put down her can and a child pick it up and take a drink from it stating”mummy never lets me have this.”


I know Children Idolise teachers at different points in their lives, I loved that My year 6 teacher owned the same top as me. (love my mother from buying things from random stores).

But do our students build their definition of heathy on teachers?

Article Review: School starting age: the evidence

The thing I took most from this article was the link to research, history and current international success. and how we ignore all of this. I am not sure why. To me it reminds me of the age old idea that a “test or Exam is the worst way to identify if someone knows something.” and yet universities use them all the time often to assess up to 40% of a unit of work.

I also love the statistic that says that children who start formal literacy education at 4 yrs. old (U.K.) compared with 7 yrs. old (New Zealand) are no better off when they reach the age of 11.


Worth a read.

School starting age: the evidence

Earlier this month the “Too Much, Too Soon” campaign made headlines with a letter calling for a change to the start age for formal learning in schools. Here, one of the signatories, Cambridge researcher David Whitebread, from the Faculty of Education, explains why children may need more time to develop before their formal education begins in earnest.

 In the interests of children’s academic achievements and their emotional well-being, the UK government should take this evidence seriously

David Whitebread

In England children now start formal schooling, and the formal teaching of literacy and numeracy at the age of four.  A recent letter signed by around 130 early childhood education experts, including myself, published in the Daily Telegraph  (11 Sept 2013) advocated an extension of informal, play-based pre-school provision and a delay to the start of formal ‘schooling’ in England from the current effective start until the age of seven (in line with a number of other European countries who currently have higher levels of academic achievement and child well-being).

This is a brief review of the relevant research evidence which overwhelmingly supports a later start to formal education. This evidence relates to the contribution of playful experiences to children’s development as learners, and the consequences of starting formal learning at the age of four to five years of age

There are several strands of evidence which all point towards the importance of play in young children’s development, and the value of an extended period of playful learning before the start of formal schooling. These arise from anthropological, psychological, neuroscientific and educational studies.  Anthropological studies of children’s play in extant hunter-gatherer societies, and evolutionary psychology studies of play in the young of other mammalian species, have identified play as an adaptation which evolved in early human social groups. It enabled humans to become powerful learners and problem-solvers. Neuroscientific studies have shown that playful activity leads to synaptic growth, particularly in the frontal cortex, the part of the brain responsible for all the uniquely human higher mental functions.

In my own area of experimental and developmental psychology, studies have also consistently demonstrated the superior learning and motivation arising from playful, as opposed to instructional, approaches to learning in children. Pretence play supports children’s early development of symbolic representational skills, including those of literacy, more powerfully than direct instruction. Physical, constructional and social play supports children in developing their skills of intellectual and emotional ‘self-regulation’, skills which have been shown to be crucial in early learning and development. Perhaps most worrying, a number of studies have documented the loss of play opportunities for children over the second half of the 20th century and demonstrated a clear link with increased indicators of stress and mental health problems.

Within educational research, a number of longitudinal studies have demonstrated superior academic, motivational and well-being outcomes for children who had attended child-initiated, play-based pre-school programmes. One particular study of 3,000 children across England, funded by the Department for Education themselves, showed that an extended period of high quality, play-based pre-school education was of particular advantage to children from disadvantaged households.

Studies have compared groups of children in New Zealand who started formal literacy lessons at ages 5 and 7. Their results show that the early introduction of formal learning approaches to literacy does not improve children’s reading development, and may be damaging. By the age of 11 there was no difference in reading ability level between the two groups, but the children who started at 5 developed less positive attitudes to reading, and showed poorer text comprehension than those children who had started later. In a separate study of reading achievement in 15 year olds across 55 countries, researchers showed that there was no significant association between reading achievement and school entry age.

This body of evidence raises important and serious questions concerning the direction of travel of early childhood education policy currently in England. In the interests of children’s academic achievements and their emotional well-being, the UK government should take this evidence seriously.

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