Kids First announces Federal Government Accreditation for Helping Children with Autism

Kids First is committed to supporting all children and their families.

That is why we are so proud to announce that we have been selected by the Federal Government to provide specialised support to children aged 0-6 under a new initiative called Helping Children with Autism.

This initiative provides families with funding so that they can access early intervention and therapy for their special children. In order to be accredited for this program, Kids First demonstrated that our services are of the highest calibre and met stringent selection criteria.

Occupational Therapist Kristie Kha, Speech Pathologist Carissa Louwen and Educational Psychologist, Karen Spitzer are children’s health specialists and support kids of all ages and abilities.

In addition to their existing services, this new program will provide multi-disciplinary support to many children for whom early intervention is so very important.

If you know of a family who might be eligible for this government funded support, please encourage them to contact us at www.kids-first.com.au 

We welcome our new and special children to Kids First!

Is it time for Big School?

Many parents face a difficult decision about whether to send their four year old to school next year or not.

While popular opinion may suggest the wisdom of ‘holding a child back’ so that they avoid being the youngest in their class, experts believe that chronological age is not the only determinant that parents should take into consideration when making this important choice.

Health professionals and teachers generally agree that school readiness is more than a child’s ability to remember the alphabet and recite the numbers from one to twenty. For a smooth and happy start to their formal education, children need to be socially and emotionally mature enough for the demands of school and these factors are usually much more important than a child’s chronological age.

Social maturity includes a child’s ability to communicate their feelings and needs. Children who are ready for school are usually those who can interact successfully with other kids, share, take turns and respect other children’s property. Socially mature children can use words to solve problems and ask for help when they need it.

Emotionally mature children are those who are learning to become independent. They can listen to others, follow directions and cope with change. Emotional maturity is important for children when they start school because they need to be able to farewell their parents without emotional upset and be flexible when confronted with new or unexpected situations.

How can you prepare your child for school?

• Encourage your child to develop the confidence to explore new things and be willing to work on his or her own until a task is complete.
• Give your child chances to interact with children of the same age.
• Kids need the chance to be around their peers. This helps them to learn what is appropriate and what is not. At school, kids are required to ignore distractions, make decisions and negotiate with other children. Your child will benefit if he or she is well practiced in dealing with children other than his or her siblings.
• Give your pre-schooler regular opportunities to be in a ‘learning’ environment. Children develop an understanding of the ‘conventions’ of school more quickly if they have been exposed to situations where they have been expected to listen, follow instructions and take
  turns. Kids First’s Confident Little Kids program combines these kinds of social and learning skills and can be a great way to familiarise children with the experiences they will have next year.
• Help your child to develop language and general knowledge. Encourage your child to solve problems, ask questions and to write his or her name. Play counting games and identify shapes, sounds and colours with your child.
• Develop your child’s pre-reading skills. No kindergarten teacher will expect your child to be reading Tolstoy on day one, but an
  understanding of the link between words on a page and meaning can be a head start. Read to your child every day and provide opportunities for your son or daughter to interact with many forms of printed language in the forms of posters, cards, storybooks and signs.
• Work with your child’s new school. Schools are used to welcoming children and parents for the first time. Attend orientation days.
  Take your child for a walk around the grounds during the holidays. Use photos of important locations such as the toilets, canteen and front office to familiarise your child with his or her new environment. Be creative so that your child knows what to expect on day one.

Most importantly – make the most of the next few months and enjoy this special time in your family’s life! Going to school is a wonderful adventure that you and your child will experience together! Look forward to that special first day – it is one that you will never forget. For more information visit www.kids-first.com.au

Speech and Language Delays

Sound Advice

Approximately 7 in every 100 Australian children will experience a speech or language delay. If not addressed early, these problems can impact on a child’s overall communication, academic and social development.

While individual children learn to speak at different stages, many parents wonder if their child is meeting developmental milestones and if their son or daughter’s speech and language is developing normally.

Paediatric Speech Pathologist Carissa Louwen is part of the children’s education and health team at Kids First  Education Centre Northern Beaches. Carissa reports that children’s understanding of communication develops from the moment they are born as they hear and watch their parents communicate with them.

‘Children’s communication begins when they cry, babble, and laugh. First words generally emerge around 12 months of age and children tend to string two words together when they are about two’, she said.

‘By three, children should be able to use four word sentences and by the time they have turned five, most kids should be able to join simple sentences together and use appropriate grammar.’

Carissa said that about fifty percent of what two year olds say and seventy five percent of what three year olds say should be understood by people outside of the family. ‘For children over four, one hundred percent of their speech should be understood by outsiders, although it’s not all speech sounds have been acquired by this age’.

Carissa advised that although these milestones are a general guide only, parents are right to be concerned if their child starts to experience communication difficulties and are wise to take action if they are worried about their son or daughter’s early language development.

‘Ensuring that your child is hearing properly is an important first step when investigating the cause of a potential delay in language and speech sounds. Early assessment is very important and can affect the outcome of treatment.’

Carissa said that many parents are concerned by their child’s lisp or tendency to substitute sounds.

‘Some children may say ‘t’ for ‘k’ or ‘w’ for ‘r’ so that ‘tar’, ‘tey’, ‘wed’ and ‘wabbit’ replace ‘car’, ‘key’, ‘red’ and ‘rabbit’. Long term, this difficulty may impact on the child’s ability to identify sounds when they go to school and start learning to read and spell.’

Stuttering is also an issue for some kids and Carissa specialises in treating children who present with difficulties trying to speak smoothly.

“The research indicates that about five percent of children begin to stutter between the ages of three and four. This tends to occur when their vocabulary begins to grow and they start to use short sentences.’

Carissa advised that a large proportion of children who stutter will stop without needing any treatment, although the professional monitoring of a child’s stutter in the early stages is recommended.

For the remaining children who will need treatment, Carissa recommends early intervention. ‘Long term, stuttering can lead to difficulties with peer relationships, bullying and anxiety. The research also suggests that it can be harder to successfully treat stuttering if it is left until later in a child’s life.’

If a child can overcome difficulties with their language, speech sounds and stuttering before they start school, it is more likely that they will experience social, emotional and academic success. According to Carissa, the help a child receives through early intervention pays dividends for their future. It not only helps a child to develop speech and language, but it can also give parents new skills so that they can encourage their child to learn to communicate confidently and clearly.

‘Parents are their child’s best teachers,’ she said. ‘An informed parent who uses the right strategies to help their child can make a huge difference to that child’s progress’

Carissa advised that parents who are concerned about their child’s language and speech acquisition or stuttering should always seek professional advice by consulting their Paediatrician, GP or visiting a Speech Pathologist.

You can book an appointment with Carissa Louwen at www.kids-first.com.au

Making the Most of Parent-Teacher Interviews

Parent-teacher interviews can sometimes be daunting for everyone concerned.

When it comes to these one or twice a year meetings, parents, children and teachers are often as nervous as one another as they broach the potentially awkward subject of a child’s classroom progress.

Parents and teachers have a mutual interest in the welfare and education of a child – and a positive approach to your next meeting with your child’s teacher could make a real difference to the rest of their school year.

Parent-teacher interviews are not all about problems. If your child is doing well at school, there are still many questions that you can ask which will help you to get the most out of your time with the teacher.

• ‘What goals would you like to see my child achieve?’
  This a question that parents of well behaved and high achieving kids can ask. This will enable your child’s teacher to work with you to set objectives for your child that might lead to further success.
• ‘What is my child reluctant to do?’
  This can often reveal information about a child’s likes and dislikes and this question can open the way for teachers to tell you about your child’s social and academic preferences.
• “What can I do to support what is being done at school?’
  Always a question that teachers appreciate. By indicating your willingness to work with the teacher as a team, you will often receive helpful tips and information about your child’s studies that will make homework time a lot easier. If your child is experiencing difficulties at school, the parent-teacher interview is an essential part of creating a working relationship that encourages your child’s learning and development. Talking about a child’s learning or behaviour problems is not easy and can be emotionally charged. Being prepared with sensible questions and an open approach to communication is the best way to get the most out of these kinds of parent-teacher meetings.
• “Can you be specific about the problems my child experiences?’
  A key question. Focus on the learning difficulties that your child’s teacher has observed and ask how your child’s learning style affects their classroom performance. If the difficulty is related to behaviour, ask the teacher to identify the actual behaviours and give you examples which illustrate their concerns.
• Is there any particular context in which these problems arise?’
  Another valuable question. If your child’s learning or behavioural difficulties arise in any kind of pattern, they could be exacerbated by simple factors like fatigue, hunger, classroom seating or peer relationships. Ask the teacher if the problems are more evident when there has been a change to the classroom schedule or when routines have been disrupted. Working through these kinds of possibilities can make it easier for your child’s teacher to identify the triggers that interrupt your child’s learning.
• “What strategies are being used to help my child overcome the problem?’
  A crucial point. Knowing about the techniques being used in class will help you to reinforce those strategies at home. If your child is receiving assistance from other professionals, such as a paediatrician, counsellor, speech pathologist or occupational therapist, this is a perfect opportunity for you to exchange their advice with the teacher so that everyone is on the same page.
• “When can we meet again?’
  Perhaps the most important question for parents of a child who is struggling. Your parent-teacher interview will be most effective if you make a plan with the teacher that specifically outlines three or four concrete actions that you can follow up every day. This commitment on your part will encourage your child’s teacher and give them a time frame in which to review the effectiveness of the strategies you have agreed upon.

Parent-teacher interviews work best when the issues are defined and discussed objectively and amicably. Remember, your child’s teacher wants your child to be the best they can be, so fight the temptation to blame or feel blamed and focus on the one thing that is most important – your child’s welfare and happiness at school. For more infomation please visit www.kids-first.com.au

What are the NAPLAN tests all about?

NAPLAN – A Testing Time for Kids

Every year, more than 6000 kids in 70 northern beaches schools participate in a compulsory national exam that identifies their skills in English and Maths.

All Australian children in Years 3, 5, 7 and 9 take part the National Assessment Program, Literacy and Numeracy – or as it is more commonly known – NAPLAN.

This year, the tests take place over three days from May 12 to May 14 and will assess students’ abilities in reading, writing, spelling, grammar, punctuation and numeracy.

NAPLAN was introduced in 2008 as part of a federal initiative to support national literacy and numeracy levels. It replaces a variety of state based exams, including the Basic Skills Test, which was previously conducted in NSW schools.

Teacher, Sonja Walker is the director of children’s education and health centre, Kids First. She says that NAPLAN results provide parents, teachers and schools with measurable information about children’s literacy and numeracy.

‘For a parent, it is sometimes hard to know if your child’s reading, writing and maths skills are developing appropriately,’ she said.

‘When NAPLAN results are released, the performance of each child is shown on a national achievement scale so that each student’s skills can be compared with their peers across the country.’

‘While some might argue that testing 8 and 10 year olds is a little over the top, research suggests that early literacy and numeracy skills are vital to a child’s future. Getting in early to support a child who is struggling is very important and NAPLAN is one way in which schools and parents can find out about children’s needs.’

Sonja said that NAPLAN helps teachers to distinguish the needs of a wide range of children. ‘Those who are struggling and need extra support are identified, as are those who are thriving. When they are used well, NAPLAN results can be a tool to help schools and parents provide better support and learning opportunities for children.’

NAPLAN Facts

• Who will sit for NAPLAN?
  All students in years 3, 5, 7 and 9
• Where will the tests take place?
  NAPLAN tests are conducted at schools and administered by classroom teachers
• Who will mark the NAPLAN tests?
  NAPLAN Test papers will be marked by independent markers
• What will students be examined on?
  Test questions cover Aspects of Literacy (Spelling, Punctuation, Grammar, Reading and Writing) and Aspects of Numeracy at grade appropriate levels
• What sort of questions will be asked?
  Questions are multiple choice or require a short written answer. The Writing Task requires students to write a narrative or story.
• When will results be released?
  A NAPLAN report will be issued by your school later in the year. The same report format is used for every student in Australia.

For information about Kids First’s NAPLAN Workshops in the Easter school holidays, click here