Showing posts with label helping. Show all posts
Showing posts with label helping. Show all posts

Sunday, May 4, 2014

Bob Hopkins: Played an early role in helping adults learn to read

British actor Bob Hoskins, who recently died aged 71, was the star of several big-screen blockbusters movies as a mobster or as the sidekick to Roger Rabbit but his early role in a BBC adult education series made a different kind of impact.

"On the move, on the move, we're on the move again," crooned 1970s cabaret-poppers The Dooleys over the opening credits.

There followed 10 minutes of clips and sketches aimed at helping adults overcome literacy problems. It was an unlikely setting from which to launch a Hollywood career.

But each episode of the 1976 BBC series On the Move featured a running storyline in which the late Bob Hoskins appeared as Alf Hunt, a furniture removal man who had difficulty reading and writing.

A proud but sympathetic character, Alf would open up to his friend Bert, played by Donald Gee, about his fears and frustrations.

His progress, as he sought help, attracted a huge following well beyond the show's target audience.

Up to 17 million people watched the Sunday tea-time programme, according to George Auckland, who would subsequently take charge of the BBC's adult education programming.

It was Alf's human drama and, specifically, Hoskins's captivating performance that drew them in, said Auckland.

A national campaign to tackle illiteracy was boosted by the series. On the Monday after each episode, says Auckland, "there would be queues around the block" at adult literacy centres.

"There's a strong argument that this makes Hoskins the best educator Britain has ever produced" but this is an exaggeration and Hopkins motive for joining the programme may have more to do with trying to get on the ladder to fame and fortune, which he eventually managed to do.

What we can say is that the broadcasting and media services can go a long way to normalising and helping to overcome the difficulties that some adults have when reading.

The media can also push forward willing celebrities who can captivate audiences and in doing so encourage the expansion and development of adult education in everyday life.

We are sadden by the death of Bob Hopkins as we are saddened by the passing of all men /women. We congratulate and celebrate his success in the film industry and we thank him for the part he played in helping adult education.

Wednesday, March 12, 2014

Are You Helping or Hurting Your Child’s Self-Esteem?

What does it take to raise competent, good-natured children who can feel a healthy respect for themselves?

Research has shown over and over that good parenting involves two basic components. One will not surprise you, but the other one may catch you off guard.

We are very aware today that children develop different, independent personalities and temperaments. Although they are genetically connected and influenced, they are not fully formed by their parents.

Nevertheless, parents need to get back on track regarding what children’s self-esteem is really all about.

What are the parenting ingredients that make for good self-esteem? 
First, good parents are;

  • warm and sensitive to a child’s needs. 
  • understanding of their child’s positive as well as negative feelings. 
  • comforting in times of crisis and pain, as well as appreciative in times of triumph. 
  • willing to recognise and celebrate accomplishments. 
  • supportive of a child’s individuality and 
  • encouraging of his or her child's growing independence.

Good Parents are Also Demanding (Fair and Disciplined)
What we often overlook, though, is that good parents are also demanding. Also known as being fair and disciplined, but not punitive.

NOT Recommended
They clearly communicate high expectations for their children’s behaviour but must realise and accept that their expectations may not be realistic.

Good parents recognise good behaviour and achievements, and ensure that these behaviours are appreciated and reinforced when they occur.

On the other side, when the kids act up Mum and Dad respond with firm and fair limits. It is vital that any corrective response is not delivered with fits of temper or righteous indignation.

After a child makes a mistake, the parents’ message is, “I understand your reasons for doing that but it was wrong, selfish or poorly thought out and I’m sure you know that and will do better next time.”

Parents whose child-rearing philosophy involves both warmth and “discipline” tend to produce competent and balanced children.

There are of course no guarantees, but children will have a better chance of becoming more self-reliant, self-controlled and happier.

They will have a better chance of being accepted and well-liked by their peers, and of having a real sense of belonging and participation.

Sometimes parents are distracted or have blinkers on. We’re busy, we don’t have, or take the time to do some of the things that will really foster self-esteem and help our children develop social skills as well as academic and physical competence.

Remember that your childrens’ self-esteem is ultimately going to be earned or not earned in the real world not in a cosseted family home or an imagined, over-romantic fantasy world.

Children Learn Better When They Have Known Boundaries
The demanding, disciplined part of the parenting equation implies not only that parents ask more of their children, but also that parents ask more of themselves.

Parents often doggedly follow the misguided belief that self-esteem and creativity are both higher when children can ‘do their own thing’ and when they are not exposed to external limits imposed by adults, but this can also be an excuse for not taking full parental responsibility for monitoring and managing childrens' actions.

Building the Berlin Wall
Children feel better about themselves, are more secure and perform better, creatively and otherwise, when they learn the boundaries for reasonable behaviour.

The world has all kinds of limits and rules, not all of which are known or recognised by children and parents are the ones who introduce and guide children through life’s boundaries.

How parents establish rules and set limits (or avoid /fail to set limits) has a tremendous effect on the self-esteem of a child.

Your kids will not like all the rules and regulations that you or the world imposes, but if they don’t recognize and work within these constraints, they will face disappointment and will get hurt repeatedly (more often mentally than physically) and sometimes the consequences will be severe (life changing).

However, not all self-esteem building strategies should be unpleasant or focus on hard, repetitive work.

One of the best “tactics” for encouraging healthy self-respect in children is FUN! 

We need to take time with our kids and we need to enjoy taking time with our children.

Keep in mind that one-on-one, face-to-face time and having fun together is one of the most potent self-esteem builders.

This means that one parent spends time with one child. Clearly, this will need organising if you have more than 1, 2 or more children.

Also, you cannot allow the excuse of 'work pressure' to stop or avoid this happening.

Busy people need good planning and busy people should Plan to spend time with your children! 

Children really like having a parent all to themselves. It makes them feel all the important feelings you want them to feel; loved, important, worthy, cherished, contented, etc.

Your Relationship With Your Child, require that parents be supportive and nurturing while at the same time they are expecting constructive behaviour as well as hard work from their kids.

Thursday, April 4, 2013

Science and Maths: Playing 'boys' games help Girls

The observation that males appear to be superior to females in some fields of academic study has prompted a wealth of research hoping to shed light on whether this is attributable to nature or nurture.

Although there is no difference in general intelligence between the sexes, studies over the past 35 years have consistently found that overall men do much better in tests of spatial ability than women.

This difference may have something to do with why there are still fewer women in tertiary education studying science, technology, engineering and math – all subjects where it helps to have good spatial ability.

More in-depth assessment, however, reveals that this might be an over-simplification of the facts.

A new review, published in Springer's journal Sex Roles, sheds light on one of the factors contributing to these gender differences in spatial ability, that of gender-roles.

Although children are born either male or female, individuals differ in their degree of masculine and feminine identification and endorsement of masculine and feminine gender roles.


The review was carried out by David Reilly and David Neumann from Griffith University in Queensland, Australia.

Reilly and Neumann note that studies in their review reported finding larger within-gender variations in spatial ability than between-gender.

This then led them to look more specifically at the data on variables within males and females which might be able to explain this.

The researchers analysed twelve studies which had looked specifically at one aspect of spatial ability, namely mental rotation, in high school pupils, college attendees and young adults.

Collectively these studies showed a significant association between masculinity and mental rotation performance for both men and women.

In other words, men and women with either a strong masculine or androgynous gender-identity fared better in mental rotation tasks.

The authors suggest that it is the considerable variation in the levels of typically masculine and feminine traits and behaviours, that children of the same sex develop, which account for the inter-gender variability.

Masculine identification leads to cultivation of mathematical and scientific skills whereas feminine identification facilitates verbal and language abilities.

These gender-roles are not mutually exclusive, with some children of both genders developing a healthy integration of both roles.

Development of spatial ability is refined through play and recreational activities, with traditionally masculine activities helping to promote development of spatial ability.

Therefore improving girls' performance in subjects which require good spatial ability may involve the deliberate inclusion of what are commonly seen as stereo-typically male activities into their daily lives, rather than encouraging sex-segregation of activities.

The authors conclude: "We have seen many changes in society's beliefs about gender equality in the intervening decades since Sharon Churnin Nash (Stanford University) proposed her gender-role mediation hypothesis of intellectual development in 1979.

However, for spatial ability at least, this association seems as relevant today as when the claim was first made."

More information: Reilly, D. and Neumann, D.L. (2013), Gender-role differences in spatial ability: a meta-analytic review, Sex Roles. DOI 10.1007/s11199-013-0269-0