|
 |
|
| Children learn best when they perceive their environment is safe. In order to assist a child to discover, conquer, and progress, parents and teachers must insure that secure feeling. Pronouncing the environment secure is not enough. The children's actions must reflect their perception of a non-threatening environment. |
|
 |
|
First Class:
 |
Babies under age two may cry during the first lesson. After all, the child is in an unfamiliar setting. However, the able teacher manipulates the situation so that the child decides interaction with the people in the "class" is safe. |
|
|
|
Fun:
 |
At times, the instructor may act a little childish, even silly, but above all, respect the child. Set up a non-threatening environment. Make sure that the child's actions reflect trust, comfort, and confidence. |
|
|
|
Listening:
 |
Your ability to listen to children will build trust, making the child comfortable and confident with you. |
|
|
|
Safety:
 |
Take the time to introduce the children to areas around the pool where they will feel safe, places in which they control their balance. Try the steps and swim gym instruction table. |
|
|
|
Breath Holding:
 |
Going underwater is not scary. Scary is coming up for the next breath and not being able to breathe, "asphyxia conditions." |
|
|
|
Kindness:
 |
The famous Swim Gym Soft Touch, the soft-voice method, is critical during the first few swims. Children need to pay attention. No one ever learned anything while screaming at the top of his or her lungs. They cannot be forced to do a skill they did not want to do. |
|
|
|
Confidence:
 |
Having "MOM" near is important. An encouraging mother understands how to turn the child over to the teacher, with a proud and tranquil face. |
|
|
|
Cooperative:
 |
If they are balanced and feel protected, they want to do everything. |
|
|
|
Attention Span:
 |
After they are balanced, present every new skill from simple to complex, one step at a time. |
|
|
|
Adventurer:
 |
If the baby succeeds with a skill, as the skill becomes more challenging, the baby stands a much better chance to conquer the next level. |
|
|
|
Daring:
 |
The first "walking in space" lesson can begin in the pool. Who knows! One of them may turn out to be an astronaut. Again, more exercises on balance and buoyancy. |
|
|
|
Self-Esteem:
 |
Please be patient with the urgency of taking breaths. First, make them feel safe. Show them how to be careful and comfortable. Then, work with breath holding, later with propulsion. Strokes and lap swimming come later. |
|
|
|
Independent:
 |
How far can they swim? Allow them to tell and show you. Please notice the teacher's left hand aiding the baby to balance and to propel. The right hand is close, in case of loss of confidence or need to breathe. |
|
|
|
Mature:
 |
Let the children hold on to you if they want. They will "throw you away" when they do not need you. Allow them to decide what is non-threatening to them. |
|
|
|
Advanced:
 |
Day to day, what the child will learn is difficult to predict. However, the teacher must plan for skills that challenge the individual. |
|
|
|
| Few activities will bring you more joy and peace of mind than the time spent with your baby in the pool. Even a few tears for the first few times are well worth the effort. Properly done, under the guidance of a swim professional, swimming with your baby will be prime "quality" time. |
|
|
