Emma Rogers, CEO of Little Bridge, shares her views on how language learning is changing for the better.

Let’s start with three lessons from history.

It’s believed that learning foreign languages is as old as human history. The earliest European accounts of language teaching are from the 500AD. These refer to Latin. This was before the age of computers, audio files or even printed books. We might ask – how did ancient people learn languages? It’s thought they started by reading. Then, memorizing and reciting stories and dialogues and sharing them.

For centuries, the Roman language was the primary language throughout Europe. Scholarship, trade, and government used the Roman language. Today, English is the recognized global language. It’s the fastest-spreading language in human history. Around 1.75 billion people worldwide speak English at a useful level. That’s around one in every four of us!

How language learning is changing for the better – The international language

English is a critical communication tool. It’s the most popular language on the Internet. People believe it will help them tap into new opportunities. Improved English skills allow people to apply for better jobs. It can raise their standards of living. There is a direct correlation between a populations’ English skills and the economic performance of the country. Parents, schools, even governments worldwide prioritize English learning. We use these arguments to persuade our students to work hard on their English! 

Reports show that employees English levels are dissatisfactory to employers. This is despite a global tradition of English language learning. Plus, there has been a demand across industries for English skills for many years. The British Council’s report shows the gap in English skills across sectors.

There are many factors that affect a student’s motivation to learn English. Top of the list is ‘motivation’. Is the student being forced to learn, or do they want to learn the language? 

How language learning is changing for the better – Social interaction and learning

Our third lesson from history introduces Lev Vygotsky. Lev was a Russian psychologist born in 1896. He is best known for his sociocultural theory. He believed that social interaction has a critical role in learning. Vygotsky advocated that language develops from these interactions. He saw language as man’s greatest tool. It is means for communicating with the outside world.

It all points to the need for a rethink. 

What if we took a different approach to teaching and learning English? If students understand that English is not just for future success? What if they see English as a tool they can enjoy using instantly. And what if it was for something they care about – like making friends? 

How language learning is changing for the better – Building a better world

If today’s students are going to build a more tolerant, equitable world that recognizes the power of cooperation, they will need to start building some important skills. These include curiosity, critical-thinking and communication. Learning English, making connections with fellow future global citizens, building skills together, is the way forward in language learning. A revolution with social experience at its heart!

PS This is what Little Bridge set out to do with its social learning platform. We have been able to demonstrate the power of this approach. Motivation levels are high amongst active students. Students have improved learning outcomes. Students in Little Bridge understand the value of making friends around the world. And they do this through the medium of English. They have a real purpose for improving their competences. They want to learn more English to communicate more effectively.

Emma Rogers, Co-Founder of Little Bridge 

Enjoyed reading ‘A social revolution! How language learning is changing for the better.’ blog?  Visit Emma’s Medium profile to find out more about social learning.

The Little Bridge mission is simple! To enable children to make new friends and learn to communicate, in English.

Get started with Little Bridge today! Book a call with our expert team. Contact us here.  

Emma Rogers, CEO of Little Bridge, shares her views on the importance of learning by doing for children in this blog

The ‘learning by doing’ theory is attributed to John Dewey, the American philosopher. He wrote his first article ‘My Pedagogic Creed’ in 1887. Since then, his ideas have permeated the education landscape across the world. These have surfaced in various forms. ‘The Kinesthetic Learner to Experiential learning theory, among others.

Dewey built his hands-on approach to learning on the fact that children are not listeners. As he explained they are;
‘First and foremost interested in moving, communicating, exploring the world, constructing and expressing themselves artistically.’
He emphasized the importance of collaboration in learning. Where Dewey saw children helping each other, others saw ‘cheating’ and ‘copying’.

 

Learning by Doing – The importance of teachers

Yet Dewey was not anti-authoritarian. He stressed the importance of the teacher.
‘Humans learn through relations to more proficient people, who become a role model.’
He saw the learning experience as an apprenticeship. Learning as a series of practice sessions where the teacher was the master.

Language teachers have long applied ‘learning by doing’. Session begin with a demonstration or explanation. Next, students are invited to try using the language themselves. And thanks to technology, we’ve moved a long way from group repetition. Pair-work, ‘language labs’ and apps – all encourage student participation.

 

Self determination

But here’s the thing. For ‘learning by doing’ to be effective, it has to include another element. Self determination.
Students are more motivated to learn when they can choose tasks that are meaningful. Dewey understood this. The student’s interests and purposes are the most important things.

Today neuroscience explains this as the ‘self reference effect’. For example, when learning the vocabulary for colors. With gamified apps, information is absorbed at a ‘shallow processing’ level. Students are likely to forget information processed at this level.

However, we can access deep processing. Students need to use their new language skills in a way that is meaningful to them. For example, having a conversation with about their favorite colors. This pushes the new vocabulary into ‘deep’ processing. Retaining information is more likely when processed at this deep level.

Teaching, learning and community

According to Dewey, teaching and learning are connected to community.
‘Education is not preparation for life; education is life itself.’
This statement is what underpins our approach to learning at Little Bridge. Our platform combines learning English with the opportunity to put new skills into immediate use. Making friends and communicating with them motivates students. They are experiencing important skills for life.

As Dewey explained, the ultimate goal of education is to create human beings with good judgment, who can participate in the community and discover the common good.

Who would argue otherwise?

 

Enjoyed reading this blog?  Visit Emma’s Medium profile to find out more about social learning.

The Little Bridge mission is simple! To enable children to make new friends and learn to communicate, in English.

Get started with Little Bridge today! Book a call with our expert team. Contact us here.  

Emma Rogers, CEO of Little Bridge, shares her views on the importance of communities for children in this blog, Community Matters

These are difficult times. Every day, we learn of huge global events. Once they may have seemed remote from, even unrelated to our ‘everyday’ lives. Now their impact seems to reverberate for all of us. Either directly, like fuel bills and interest rates. Or as future threats, such as increases in poverty and inequality. And, of course, catastrophic climate change.

Some say it’s because we live in the era of social media. World affairs are shared with an immediacy that hasn’t been experienced before. News circulates the globe with astonishing speed. This is often in the form of memes or short messages. These sometimes have been rushed out, without reflection or moderation. This fuels anxiety and the world fragments into different, opposing ‘camps’.

 

Community matters – building bridges

Some maintain that the rapid sharing of information keeps the world informed. Quick communications have helped mobilize groups and cement connections. This has produced rapid responses to crises. It has also created international support networks. The pandemic has been strange for social interactions and relationships. Lockdown measures and working-from-home made it harder to meet and connect. Feelings of isolation and loneliness rose. Yet these changes prompted people to reconsider the significance of community. Using technology, people were able to build bridges beyond near neighbors.

These complex systems pass down and exchange cultural traditions, norms, and values. They emerge through the development of many human relationships. What’s clear is the importance of communication in creating communities. You can’t have culture or society without communication. With translation ‘tools’ we can overcome some barriers. Using a common language, such as English, can bring people closer.

 

Children and community

There is huge value in being part of a community. Members share things in common. They care about each other. They often work closely together, towards a shared purpose. Plus, they provide a safe-space where members work on their skills, including mental skills. Communities can enhance, even accelerate, learning processes. They are inherently motivating. They encourage both commitment and focus. Most positively, they are fun. They enable new, delightful, relationships. And they broaden social circles and bring variety to life.

When do we teach communication and community-building to our children? The answer is, as soon as we want to deepen their connections. As soon as we want them to widen their horizons. And, as soon as we want to encourage them to build new skills for the future. How do we ensure these communities have meaning and relevance? How can we ensure these communities are life-enhancing? By starting with a clear reason to exist. Plus, a serious investment in safeguards. From the outset we can help children to build positive social skills. We can help them to learn to value kindness, curiosity and collaboration. This must be delivered in a safe, purpose-built environment.

It’s a heavy responsibility. The adult social media sites are finally acknowledging this. We shouldn’t shirk it though. Community matters. And never more so than in this fast-moving, digital age.

Emma Rogers, co-founder of Little Bridge.

Enjoyed reading Community Matters?  Visit Emma’s Medium profile to find out more about social learning.

The Little Bridge mission is simple! To enable children to make new friends and learn to communicate, in English.

Get started with Little Bridge today! Book a call with our expert team. Contact us here.  

Emma Rogers, CEO of Little Bridge, asks ‘can goal-setting help students achieve?’

The relationships that teachers build with their students is often unrecognized.
This is inevitable as a result of their scheduled encounters. These are relationships that undeniably matter.

From the teacher’s perspective, these relationships often go deep. Teachers strive to understand their students’ needs, deficiencies and abilities. Consequently, teachers can deliver positive learning experience.

Part of this discovery emerges from some kind of formal assessment. However, herein lies a challenge that can create tension and division. Teachers and students are on opposite sides of this learning process.

Tests, whilst offering insights to students’ skills, can be a blunt instrument. As has often been observed, tests sometimes dictate a ‘teaching to the test’ approach. This subsequently narrows learning horizons. It also fails to ensure every student can reach their potential.

Can goal setting help students achieve? – Improving the test experience

How can we reconcile the testing dilemma? Can testing students ever be stressless and even fun to do? Can tests provide meaningful feedback? What does ‘meaningful feedback’ mean – for both teachers and students?

Most people facing a test will experience anxiety beforehand. However, minimizing this anxiety is possible. If, from the start, both teacher and student understand that the purpose of tests. Tests are there to help the student progress and grow.
Additionally, the tests themselves can be designed to be enjoyable! Furthermore, tests can be made as less of an ‘event’. This is possible by forming part of the flow of the learning process.

The question then is what can teachers and students do with test results? For both parties, they must be truly educational. More than a pass/fail score, they should provide clear pointers of the following:
– what each student has mastered
– what are their ‘gaps’
– the learning approaches that are likely to maximize the student’s future success

With this information, both teacher and student can establish personal goals. This turns the whole learning process into a positive journey. 

Overcoming challenges, critical thinking and problem-solving are all part of effective learning strategies. Tests are a fundamental tool for every teacher and learner. Without tests, a strategy can be open to criticisms of ‘failing standards’ and a ‘soft touch’ approach.

Used wisely, tests enhance the teacher/student relationship. Tests can also help to build an education fit for the 21st century.

 

Can goal setting help students achieve? – The Little Bridge method

What help with this will you find in Little Bridge?

At Little Bridge, we have created meaningful assessments. Alongside real-time feedback we are introducing a series of ‘tests’. First, establishing a baseline. This provides an understanding of the starting point for each student. Thereafter, progress tests give teachers visibility at key milestones. All can be used to set goals.
The Little Bridge tests are designed to match our gamified content . This is reassuring and familiar to our students. Additionally, each test provides personal feedback on every student.
Our goal is to deepen the ‘collaborative’ approach to learning. We are making education purposeful, positive and fun!

Emma Rogers, co-founder of Little Bridge.

Enjoyed reading Can goal-setting help students achieve?  Visit Emma’s Medium profile to find out more about social learning.

The Little Bridge mission is simple! To enable children to make new friends and learn to communicate, in English.

Get started with Little Bridge today! Book a call with our expert team. Contact us here.  

Emma Rogers, CEO of Little Bridge, explains why testing is a proven way to motivate learning.

Most, if not all of us remember tests as part of our schooldays and beyond. Not all of those memories are positive! Many Educationalists value ‘teaching to tests’. This is where teachers focus on specific items to ensure their students achieve higher scores during standardized tests. This is at the expense of ‘rich and full knowledge’*.

Research suggests that students may indeed achieve higher grades in some subjects with the “teach to the test” approach. However, this is a worrying trend. It can become obsessional and extinguish a love of learning and lead to poor motivation. Worse, it can result in superficial learning that prohibits advanced thinking and communication skills. It begs the question, what should be the purpose of education in the rapidly changing 21st century?

As research has shown, when done right, testing is an effective way to support learning. Taking tests, as well as engaging in activities before and after, can produce better recall of facts. Taking tests can also produce a deeper, more complex understanding when compared to a system without assessments.

So what does ‘done right’ mean?

Purpose – Why testing is a proven way to motivate learning

The first thing to establish is the purpose of the test. It sounds obvious, but there are a number of motivations for introducing tests to a group of students. These range from classroom management to policy making. They can be used to judge an individual’s right of entry and exit within a particular system. They can enable teachers to plan, by understanding student’s needs and determining their path forwards. Tests provide data to policy makers. This helps them make decisions regarding funding, class size, curriculum adjustments, teacher development and more. Tests help purchasers evaluate educational products and services (see a previous post on this). Which of these are you looking to do?

Being clear about why you are testing your students can enhance the learning experience. Thinking of tests as the means to enable your students to be successful is positive. If tests are not just about passing or failing, they become part of the natural cycle of learning. Tests should be designed to be challenging but not discouraging. They should be transparent and insightful – for both teacher and student.

Placement and progress – Why testing is a proven way to motivate learning

The tests in Little Bridge support teachers by providing both a ‘placement’ and a ‘progress’ evaluation. Combined with ‘real-time’ performance information, available at any point, they help establish milestones. Teachers can determine a student’s position, including at the outset of the program, in terms of knowledge and understanding. This feedback enables strategies to foster their students’ self-belief and set goals. It can and avoid significant barriers to learning, such as boredom and disaffection.

Little Bridge tests encourage students to develop a ‘learning orientation’, not a ‘performance orientation’. They are focused on student motivation and are fun to do, appearing like other gamified activities. Students are encouraged to understand that they are developing valuable competences. And being part of the community of learners in the platform, students can immediately put these competences to real use as they connect with friends.

This is worlds apart from ‘obsessional’ testing, with teachers and students being concerned about their results – a negative and dispiriting experience. ‘Done right’, to create ‘helpful evidence’, tests can be a key driver for learning success.

Final thoughts

PS In the late 1990s, an interesting experiment took place in Chicago. It was a three-year study, analyzing classroom activities and students’ gains on standardized tests across 400 Chicago classrooms. Children were encouraged to participate in their learning, by understanding what they know and, with their teachers’ support, to build on this. The process was described as ‘authentic intellectual instruction’. The outcome? Students logged test scores that were 20% higher than the national average**.

 

*Amanda Spielman, Head of Ofsted in England
**Even when taking into consideration race, gender and poverty levels.

Emma Rogers, co-founder of Little Bridge.

Enjoyed reading Why testing is a proven way to motivate learning? Visit Emma’s Medium profile to find out more about social learning.

Little Bridge’s mission is to create a safe space for young children (aged 6-12) to connect, make new friends and learn to communicate (kindly!), in English.

Take the first steps to explore this exciting social learning community, by booking a call with our expert team. Contact us here.  

Emma Rogers, CEO of Little Bridge, explains how Edtech can help teachers evaluate products they have chosen

With budgets tight and teacher’s time stretched to the limit, it stands to reason that any education resource must be trusted to deliver. This goes for edtech too, especially since it can sometimes be a major purchase to replace an old solution, or else is targeted at a very particular need or group of students, or perhaps it is an ‘extra’ or ‘supplementary’ product that nonetheless will eat up the rest of the available budget. All in all, a big decision.

 

Evidence – How Edtech can help teachers evaluate products

So in any of the above circumstances, the questions often asked are ‘what impact will it have?’ and ‘how will I know it’s delivering what it says on the tin’. And let’s face it, with many digital products, the ‘tin’ is often shiny and appealing. It’s really great that product makers want to capture their audience with something visually as well as functionally appealing. If the students seem to be happy spending time using it, that’s a great start. But it is definitely not enough.

Nor is qualitative ‘feedback’ alone sufficient. Hearing about products and solutions from happy colleagues and peers is definitely valuable and should form part of the choice-making mix. But edtech can and must offer more.
With the current availability of data, it’s almost unforgivable for products not to enable teachers to understand the efficacy of what they are about to use. After all, beyond the financial return, these products (and their makers) are benefiting from time-poor teachers offering their valuable insights. They also thrive on the commitment and enthusiasm of young ‘end-users’, providing them with hugely valuable ‘engagement stats’.

Getting a genuine evaluation process in place, as a norm, is a win-win for everyone. The teacher can rest easy that they’ve made a good decision, that the students they care about are being well-served, and that parents can also be well-informed and reassured. Meanwhile, the product maker gets to see what’s effective and what is less so and focus their development on continuous improvement.

So what kind of things can teachers look for in order to be better informed before making a decision? How can they rephrase the more general query – ‘ but does it work?’

 

Top 3 tips – How Edtech can help teachers evaluate products

Here’s where they can zoom in with specific questions, before making a purchasing decision:
1. what data (qualitative and quantitative) can an edtech product supply that supports any claim about their chosen methodology or predicted outcomes? Have they any research-based evidence?

2. can the teacher establish their students’ ‘baseline’ performance and, after a period of study, review clear evidence of what they’ve achieved by using this product and, perhaps more importantly, where they have ‘gaps’?

3. can the teacher access ‘real time’ data on every student, anytime anywhere, throughout the learning process the product provides to complement information gleaned from ‘milestone’ tests (see 2 above)?

 

Summary – How Edtech can help teachers evaluate products

Given that learning is not an entirely linear process and that students’ needs are varied and evolving, these three evaluation elements are a good basis for reasoned decision-making. They also build that all-important trust among teachers in the products that are increasingly shaping how students learn today.

Emma Rogers, co-founder of Little Bridge.

 

Enjoyed reading How Edtech can help teachers evaluate products? Visit Emma’s Medium profile to find out more about social learning.

Little Bridge’s mission is to create a safe space for young children (aged 6-12) to connect, make new friends and learn to communicate (kindly!), in English.

Take the first steps to explore this exciting social learning community, by booking a call with our expert team. Contact us here.  

Emma Rogers, co-founder of Little Bridge, asks the important question Is social media safe for kids? And crucially, is social media a place for kids? Originally published on Medium on July 30, 2020

Your child can start their social media journey safely with Little Bridge.
Get started with a free account today!

We like to think we’re a long way from the expression: ‘Children should be seen and not heard’. This old English proverb dates from the 15th century. In its original form, it referred specifically to ‘maydes’ (young women) who were expected to keep quiet. It’s a phrase that has reverberated down the centuries, is often associated with our Victorian past, and is generally thought to be redundant today.

But is it?

The concept of childhood

Childhood is a relatively recent concept, now recognised as a particular part of being human. We could start with the enlightenment perspective of Jean Jacques Rousseau who wrote, ‘Why rob these innocents of the joys which pass so quickly?’ Then consider the late 19th century utilitarian view, with tax-supported schools, compulsory attendance and educated teachers, to produce healthy, literate children who become useful and responsible members of society and ultimately of the workforce. 

And in the 20th century, with the progressive education movement, we can see the focus becoming the innate creativity of children. Whilst the latter has taken a battering in recent decades, creativity seems to be emerging again as a very desirable asset for the 21st century.

The business of childhood

Childhood is also a commercial opportunity. Alongside the huge sums invested by big platforms to provide online spaces for children (often regarded as a ‘hook’ into later use of the same companies’ adult platforms), there’s a wealth of industries built around childhood. They encompass nutrition, clothing, sport, entertainment and education. There are also clear signals in our landscapes — play parks, special children’s menus and child-friendly seating in restaurants, child-focused movies and movie screenings, TV shows, music, podcasts etc. — all part of the lucrative business of children.

And of course, there are nurseries, playgroups and schools that society fashions to meet its current operational needs. Globally these vary by geographical region and cultural contexts, but what seems to be universal is that we approach both education and commercial opportunities top down. 

Each culture imposes an adult perspective on what is offered and how children are ‘managed’, with the prevailing sense that we adults know best. We’re reluctant to take childish voices seriously. The child’s point of view, if referenced at all, is generally considered as input to a focus group. We thus underestimate their capacity to shape their own experiences.

Childhood, is it all just child’s play?

The word ‘childish’ itself tilts from childlike and youthful to the more commonly assumed immature and foolish. So easily dismissible. Childhood is viewed as a developmental stage to be gotten through in order to reach adulthood. And increasingly, it’s thought to be a period full of dangers, requiring ever-watchful, adult supervision. Steven Mintz, Professor of History at the University of Texas observes that today, ‘parents choose to ensure their kids are in much more adult-structured, adult-supervised activities than they did in the past’.

Yet denying children a voice in our connected world poses its own problems. Ask most parents and teachers and they’ll tell you how important it is for children to be able to think critically, work collaboratively and to develop a global outlook, with qualities like curiosity, respect and (often overlooked) kindness. As part of this process they are finding their own voices and their awareness of other voices in the world. Learning about and relating to others is part of a natural process in childhood.

 

Giving children a voice

Finding one’s voice and discovering empathy with others starts with the friendships children form early. As I’ve mentioned before, more than half a century ago the American psychiatrist Harry Stack Sullivan, described the importance of social engagement or ‘chumships’ in activating a child’s sense of empathy. He wrote, ‘when he finally finds a chum somewhere between 8-and-a-half and ten … a child [is beginning] to develop a real sensitivity to what matters to another person.’ Expanding your social circle, looking to the wider world beyond your own physical boundaries, is the next step in this process.

When I was at primary school, unless you were particularly fortunate, going beyond your immediate friends and family and meeting and befriending children from further afield generally meant exchanging letters with a ‘pen friend’ or ‘pen pal’. My teacher worked with a gateway organization to connect me with a girl in Southern Rhodesia (now Zimbabwe). The descriptions of golden days and wide horizons with free-roaming wild animals were exotic and exciting. 

But after several ‘snail mail’ exchanges, my new friend — a wealthy white girl of my own age — expressed views about race and class that shocked me. This was my first exposure to apartheid. It provoked a strong reaction from my parents too — they cancelled my access to the service and forbade any further discussion on the matter! Yet that child’s (unrepeatable) words remain with me today. They made me think and I believe they helped shape who I am. Nevertheless, at the time, I was baffled by my anxious parents’ revulsion, almost as if I was somehow complicit.

 

Childhood in the digital age

In 1989, the United Nations Convention on the Rights of the Child called for greater levels of child and youth engagement in society. Since then, we’ve had the internet revolution and the explosion of social media which has impacted profoundly (for good and ill) on our daily lives. Today, engaging with the world through social media poses significant dangers to our children, setting alarm bells ringing that these are no places for kids. Rightly so, because what’s on offer was built for adults, not always with their wellbeing in mind either. The evidence is clear that children access social media sites that they shouldn’t, by evading the ‘mandatory’ age limit which is supposed to be the gateway.

As problems with children’s gaming platforms emerge and social sites evolve into the metaverse, things get even more complicated. We learn of more dangers for children, along with adults complaining of kids spoiling the grown-up’s experience. Whilst we are beginning to introduce programs designed to educate children about the pitfalls they may face online, the data suggests we’re already playing catch-up. As adults, we assume the guardianship of our children’s experience. So often our first thought, even if we don’t relate to helicopter parenting, is to want to ban social media altogether. Just as my parents shut down my pen pal correspondence.

Is this a missed opportunity?

Social media and children

When it comes to creating today’s online social networks, how seriously do we listen to childish voices? More importantly, how do we consider their need to develop real powers of communication and critical thinking? Today’s children are looking to connect. They’re also looking to express themselves creatively, as their engagement with sites like TikTok has shown.

They are also exposed to and understand global issues and have strong opinions about them, including the media in which the public debate unfolds. After all, it’s their world too, their future, and they have something to say about these things.

During the COP26 climate conference, loud and defiant young voices were generally excluded from the grown up arenas. One notable ‘mayde’, Greta Thunburg, was determined to make us understand that her generation wants to be heard, particularly on issues that are focused on the future. These young activists from around the globe, many under the age of 13, informed and organised themselves using social media. It proved both educational and empowering.

There is a compelling case for adult supervision of children online. But this has to go beyond the current focus of outright bans or else trying to double down on the barriers at the gate. In any event, it’s negligent to assume that once you’ve passed ‘vetting’ and are inside a ‘playspace’, you’re safe. Far better to provide young children with clear rules and boundaries for their interactions, to educate them to build good social media habits, promote sensible ‘screen time’ (which probably means modifying our behaviours too) and then let them explore, all the while investing in steady and sustained vigilance. As parents and teachers we already do this in the physical world, only incrementally loosening our grip. 

Safe spaces designed for children

The clue lies in what we already know about how children interact and how we can foster this. Sure, they like to hang out and do nothing much. But they also like to test themselves and others; to feel they’re doing something for a reason; that it’s fun yet purposeful, enables meaningful connections, and that it leads to achievements.

Being seen but not heard is not a great place to be. Social media is here to stay and increasingly the future of work will be global, with people interacting and exchanging skills across geographical boundaries. So let’s not turn these networks into an exclusive, forbidden fruit for our children. Or else transfer our fears, because ‘online’ is where adults sometimes behave badly. Rather, let’s build positive places for them, where they can happily participate. In other words, let’s make safe, healthy, life-enhancing online environments where they can play, learn and grow.

Places that truly are for kids.

(And while we’re at it, let’s improve the adult experience too!)

Little Bridge’s mission is to create a safe space for young children (aged 6-12) to connect, make new friends and learn to communicate (kindly!), in English.

Take the first steps to explore this exciting social learning community, by creating your free Parent Account. Find out more here. 

 

Emma Rogers, co-founder of Little Bridge.

Enjoyed reading Making social media safe for kids? Visit Emma’s Medium profile to find out more about social learning.