An Update on Junior Aftercare at Lynedoch

An Update on Junior Aftercare at Lynedoch

Written by Chantell Scott on 2012-07-12 04:28:41

The junior aftercare programme at Lynedoch caters for of children between the ages 5 ½ to 11 (grade R to 5) and consists of a broad range of daily activities and culminates in a performance at the end of every term.

We work with 32 children in the junior clubhouse on a daily basis. On a normal day we start with homework and have a few other activities running on weekly basis. These include activities like soccer, reading and drama and working with Usiko. Usiko is a community base organisation which helps with children in the community and teaches the children Life Skills.

At the end of every term the children produce and direct a drama show for their parents to see and enjoy. The idea is for the parents to see their children learn through drama, whilst improving their presentation and communication skills.

The children are also a part of the Zip Zap Circus which takes place at the Waldorf School in Stellenbosch every Friday. Zip Zap Circus is a well-established circus in Cape Town that is giving back to the community by giving children from Lynedoch and  the Kayamandi area a chance to study the arts free of charge.

The children are provided with a nourishing, well balanced and delicious meal every day.  The children receive a fruit as well to complete the meal.       

Working in the garden is a weekly activity and teaches the children about caring for the earth and persevering nature. Gardening allows the children to experience the planting process what goes in it and the reward you get when you take time to take care and nurture something and see the final product.

  • A sense of place

    A sense of place

    Held by nature, the SI’s location near Spier and within the Lynedoch EcoVillage creates space for contextual learning. A village, made up of the simple everyday life of infants, school children, university students and a working community, form the textured patterns in which the flows of learning are held. Sixty million year old mountains set the backdrop to our indigenous gardens, giant ficus trees, organic vegetables and farm.
  • Transformation through learning

    Transformation through learning

    Possibilities happen through the openness of individuals to what’s different - to ‘the other’. This is supported and encouraged through seeing ourselves as co-inabitants of the world, questioning deeply what it means to be human and seeking solutions through wonder, mystery, intuition and solid knowledge. Active involvement as learners means decisively shifting from passive recipient of knowledge to deeply engaging with rigour the intellectual, spiritual, activity and heart possibilities for complex solutions.
  • Renewing creativity

    Renewing creativity

    Renewing creativity comes through a dialogical approach to learning. Radical upheavals (from the Latin ‘radix’ meaning ‘roots’) are not always comfortable, nor comforting. Co-creating a learning path, forging futures that engage the present and past often means deep listening, re-learning, opening vulnerability and being guided by ways of knowing that are not always explicit, nor obvious. Participation, conversation, art, time for silence, being in nature are some of the keys to the resurgence of creativity core to our ways of learning.
  • Learning from nature

    Learning from nature

    Nature-based learning is learning from within nature, where we are nature. Connections with all that is other-than-human creates opportunities for poetry, metaphor, ways of being and knowing that are beyond words. Ecological intelligence is a gift. Like foresight intelligence, our ability to be in the moment and learn from all life with humility and humour offers a connectedness that is both clear and enriching.
  • Imagining just futures

    Imagining just futures

    In our post-colonial and post-apartheid explorations means questioning continuously the traps of modern consumerism, isolation, dis-connect and destructive competition. We ‘reach for what is reaching for us’ in the quest for change in ourselves and the worlds we create. Becoming indigenous in the 21st century is honouring and acknowledging fully our African heritages with all their complexities, and interrogating without fear the possibilities of different and more just futures.
  • Healing and bodywork

    Healing and bodywork

    In a world of senses, cellular memories and connections form a strand in learning that is often overlooked. All courses at the SI start with morning breathing, reading and a circle that reminds us we are whole. Working in the garden, cooking and cleaning are ways of making real the sustainability pathways being explored. Connecting heads, hearts and hands is a familiar pattern that integrates rather than separates. Yoga, massage, touch and feeling form part of many courses.
  • Connecting through food, art and culture

    Connecting through food, art and culture

    This is how we create conversations in soil, soul and society - Whether through cooking creating dishes from different cultures together at the SI or through an African-wide Food (R(evolution) photo exhibition, these are diverse ways of connecting that are local and grounded. The laughter, joy and mystery that abound from these experiences create untold connections and new stories.