Lessons for learning

In a little over a week's time, bells and buzzers will sound the start of another school year. In preparation, Shane Gilchrist seeks some advice.

Get physical...
Want your child to do better in school?

Exercise can help.

According to a recent international study, published in the Archives of Pediatrics & Adolescent Medicine, children who get more exercise tend to perform better in class, whether the exercise comes during lunchtimes or intervals, physical education classes or on the way to or from school.

Researchers reviewed 14 studies that compared children's physical activity with their marks in maths, language, general thinking and memory tests.

Those included "observational studies", in which researchers asked parents, teachers or pupils themselves how active they were, then followed them for a few months to a few years to track their academic performance.

In other studies, one group was given extra time for physical education classes and other health and fitness exercises, and their test scores were later compared against a group of children who did not get extra exercise.

Researchers found those with higher rates of physical activity did better in the classroom.

Three of the four studies involving an exercise intervention found pupils who exercised more scored higher on measures of academic performance.

In one report from the United States, children around the age of six and seven who had an extra 90 minutes of physical activity per week did better in spelling, reading and maths.

That may be because children are better behaved and can concentrate better when they get enough exercise, or because physical activity improves blood flow to the brain and boosts mood, the researchers wrote.

But beware ... other research suggests that for many young children traditional fitness activities (such as running) are not necessarily ones that stimulate a love of physical activity, says Lisette Burrows, a senior lecturer at the University of Otago's School of Physical Education.

"Regimented fitness activities engage children who are already physically active and enjoy the challenge of improving their scores and so on.

"For some, however, physical activity for "fitness" is a turn-off, reinforcing already negative dispositions towards physical activity," Dr Burrows points out.

"One of the problems with physical activity research is defining what counts as physical activity.

"Sometimes children others may classify as sedentary (because they do not engage in formal physical activity, do any sports etc) are actually very physically active in their daily lives.

"It's just that their activities - for example playing with their mates, creating games, swimming at the beach, helping out with chores - don't necessarily get reported as 'exercise'.

"I think for primary school children, it is informal, fun activity that is important rather than deliberate exercise for health or fitness reasons. The school health and physical education curriculum, of course, is about so much more than fitness.

"Rather, it hopes to help children learn about movement, through movement and in movement - to understand lots of aspects of movement culture, the role of movement in their own and others' lives, how to move in ways that contribute to their mental, social, and physical wellbeing," Dr Burrows said.

"Of course, there are many outcomes of physical activity that have little to do with physical development. For example, learning to co-operate, respecting each others' differences, addressing challenges, dealing with disappointment and so on.

"So, in short, an excessive focus on fitness may hinder rather than help children develop a desire to be physically active. It may also mean other equally important learning outcomes go by the wayside."

My brain hurts...
What do you get when you combine the challenges of literacy, mathematics, problem-solving and the development of fine motor skills with other competencies such as communication, perseverance, social interaction and personal responsibility?

Answer: a tired child.

For new entrants in particular, but also for other schoolchildren, the learning curve is steep.

The impact of learning the ropes - i.e. all those school rules, be it in the classroom or playground - should not be underestimated.

An international study by Méard, Bertone and Flavier in 2008 showed how quickly children aged between 6 and 8 internalise "rules" at school, such as getting to class on time, not speaking unless being called to and lining up.

"There are rules for learning to read, learning to write, how to hold a pencil, and there are rules governing academic subjects. Some rules are explicit and others are negotiated daily by teacher and learner," the study's authors state.

The varying abilities of new-entrant children are worth considering, too. They do not come in as carbon copies of each other. Some parents will have already been reading to children at home; others might know how to write their names and do basic arithmetic; and others could have difficulty learning or socialising.

Homework...
Different schools have different homework policies. Some set homework for older students but not younger ones, while others set homework for all.

Discuss the homework policy with the school. If your child is not being set homework, that's OK - your child will still be learning. However, if a child is getting homework and is struggling with it, talk to the teacher in charge.

Here are some ways you can help with homework:Let children have some time to unwind after school before they begin homework; decide how long they should take to complete homework; give them a drink or snack before they start; choose a space that is comfortable and reasonably quiet (some children work better with music or background noise, but turn off the TV).

If they get stuck, help children problem-solve by explaining the steps required to complete a task. However, don't be tempted to help them so much that you end up doing it for them.

Strategies to help might include:
• Making up a similar question or task as an example.

• Giving clues rather than the answer.

• Connecting a homework task to something they have already learned.