“Three things in human life are important: the first is to be kind;
Wednesday, February 6, 2013
Thursday, January 31, 2013
Success at School
5 Ways To Help Your Child Succeed in School
Get your children ready to perform like heroes in school with these teacher-recommended tips.by June Allan Corrigan
You do a lot to get your kids ready for school—buying school supplies, making lunches, and enforcing bedtimes. But there’s more to it than No. 2 pencils and a coordinating outfit. It’s just as important that students arrive at school with a positive attitude and enthusiasm for learning.
We asked schoolteachers from across the country how to make sure kids walk into the classroom ready to learn and perform at their best. Here’s their top 5 list.
1. Fine-Tune the Morning Routine
Every teacher polled stressed the importance of a well-oiled morning routine, one that starts the minute a child’s feet—and yours—hit the floor. “It’s when we are rushing and doing things last minute that stress starts to mount, arguments happen, and kids can get upset. This is carried with them into the classroom and the day begins on the wrong foot,” says Keith Tomasek, a 5th grade teacher at Whispering Oak Elementary in Winter Garden, Fla.
You can help make mornings less stressful by making sure everyone gets a good night’s sleep and by organizing as much as possible ahead of time. Pack lunches the night before and lay out clothes. Have your kids fill their backpacks and line them up by the door. It’s amazing how attention to these little details can help the morning go more smoothly.
Finally, don’t forget the most important item of all on a winning morning agenda: a good breakfast. Keep healthy cereals and fresh fruit on hand, and stock your refrigerator with proteins that are easy to prepare. “A protein breakfast is huge. I can tell the difference between kiddos who have this and those who do not,” says Linda McElreath, a 4th grade teacher at Daffron Elementary in Plano, Texas.
Try whipping up some scrambled eggs with tofu crumbled in. Cook some breakfast sausage or bacon and serve it on the side. An easier route is to simply spread some peanut butter on toast. And if you’re really pressed for time, grab some hard-boiled eggs (made ahead of time) and peanut butter granola bars for your kids to munch on in the car.
2. Teach Self-Reliance
Every step of the educational journey should take your child closer to self-sufficiency. As he gets older, he’ll need to make more and more decisions on his own, and you want him to be ready. Your child’s early school years provide the perfect opportunity to work with his teachers to help him learn to take responsibility for himself. Laura James, a 1st grade teacher at John Adams Elementary in Alexandria, Va., assigns her students tasks to help the classroom run smoothly and suggests that parents do the same at home.
Think of some tasks your child can handle: gathering and emptying wastebaskets from around the house, making his bed, or unloading the silverware from the dishwasher each morning. Taking responsibility for simple tasks like these will pay big benefits down the road.
Tomasek, who teaches 10-year-olds, takes an even firmer stance. “I don’t like it when kids use ‘My mother forgot to...’ or ‘My mother didn’t...’ to start their excuses,” he says. “Start to let your kids be responsible for themselves. They have to stop thinking their parents will swoop in to fix their missing assignments and low grades before the report card comes out.”
When children take responsibility for their own learning, they will work to earn good grades rather than waiting until they receive bad grades to make studying a priority. Parents should encourage their children to become more independent learners as they get older but recognize that it will take time for them to become truly self-reliant.
3. Set a Good Example
Reading to your child is one of the most important things you can do to help your child be prepared for school, say teachers Linda DeSousa and Cathy Chomistek, who teach 2nd grade at Daffron Elementary. Reading to a child instills a love of reading—the basis for all learning—and opens a child’s imagination.
Tomasek is on the same page. “Model the behaviors you want your children to have,” he says. “Make sure your children see you reading if you expect them to. Why not read the same book as a family and start an at-home book club?”
DeSousa and Chomistek recommend playing board and card games with your children. Besides being a good way to spend time together, the give-and-take of playing such games teaches children how to take turns; it also helps them learn that they won’t always get to go first, and they won’t always win. Children must learn to be good sports when winning or losing.
4. Support the Teacher
There may come a point in your child’s education where you disagree with his teacher on some issue. That’s fine and not unexpected—people are bound to have different perspectives. The important thing to remember is not to talk negatively about the teacher in front of your children.
“If you have an issue with a teacher, talk to the teacher or school administration privately,” says Tomasek. You don’t want your child to get the message that you think the teacher doesn’t know what he is doing. A child may lose respect for a teacher, which can contribute to behavior problems. It can also lower a student’s interest in school.
McElreath could not agree more. “A positive attitude about school must be communicated at home,” she says. “Keep a dialogue open between yourself and your child’s teacher through emails, scheduled meetings, even informal hellos and goodbyes at drop-off or pickup. Students must feel that parents and teachers are a team with them.”
5. Don’t Dis Homework
In many homes, the very word “homework” is met with a groan. Stop to think about who makes the first complaint about homework. Is it you, the parent, or your student? As a parent, you help shape your child’s attitudes about education. That’s why it’s so important to keep a positive attitude about homework, as with all other things school-related.
Laura James explains the importance of homework to the parents of her 1st graders at the beginning of each school year. “It’s a valuable aid in reinforcing what we are learning in class, and it teaches responsibility, as well. It also helps develop positive study habits for the future,” she says.
By the time children reach Tomasek’s 5th grade classroom, homework is a given. He urges parents to have a homework schedule or plan in place and a designated area to study. He likes parents to concentrate on teaching their kids how to plan out long-term assignments and break the workload into parts so they will be completed on time.
He frowns upon parents who bring assignments to school that students left at home. Rather than rescue their children, Tomasek suggests letting them suffer the consequences. Missing a homework grade in elementary school is not going to keep them out of college. “Only by correcting bad behaviors at a young age will you help them be more responsible for the future,” he says.
Keep Kids Learning
Successful students have a natural curiosity. Encourage your child’s curiosity by helping him learn more about his special interests.
- Take your child to the library and explain how to use library services. Help her find books on topics she’s especially interested in.
- Bookmark educational websites for your kids to explore. Find a few sites with educational games your children can play.
- Take your children to local historical sites, art museums, and cultural festivals. Try to connect what you see to what they are learning in school.
- Show your own curiosity. Let your child see you trying out a new hobby or reading a book on a topic you’re interested in.
Freelance writer June Allan Corrigan is a mother of two and a former kindergarten teacher who still substitutes on occasion. She resides with her family in La Quinta, Calif.
Thursday, January 24, 2013
Dear Other Parents At the Park...
Dear Other Parents At The Park:
Please do not lift my daughters to the top of the ladder, especially after you've just heard me tell them I wasn't going to do it for them and encourage them to try it themselves.
I am not sitting here, 15 whole feet away from my kids, because I am too lazy to get up. I am sitting here because I didn't bring them to the park so they could learn how to manipulate others into doing the hard work for them. I brought them here so they could learn to do it themselves.
They're not here to be at the top of the ladder; they are here to learn to climb. If they can't do it on their own, they will survive the disappointment. What's more, they will have a goal and the incentive to work to achieve it.
In the meantime, they can use the stairs. I want them to tire of their own limitations and decide to push past them and put in the effort to make that happen without any help from me.
It is not my job — and it is certainly not yours — to prevent my children from feeling frustration, fear, or discomfort. If I do, I have robbed them of the opportunity to learn that those things are not the end of the world, and can be overcome or used to their advantage.
If they get stuck, it is not my job to save them immediately. If I do, I have robbed them of the opportunity to learn to calm themselves, assess their situation, and try to problem solve their own way out of it.
It is not my job to keep them from falling. If I do, I have robbed them of the opportunity to learn that falling is possible but worth the risk, and that they can, in fact, get up again.
I don't want my daughters to learn that they can't overcome obstacles without help. I don't want them to learn that they can reach great heights without effort. I don't want them to learn that they are entitled to the reward without having to push through whatever it is that's holding them back and *earn* it.
Because — and this might come as a surprise to you — none of those things are true. And if I let them think for one moment that they are, I have failed them as a mother.
I want my girls to know the exhilaration of overcoming fear and doubt and achieving a hard-won success.
I want them to believe in their own abilities and be confident and determined in their actions.
I want them to accept their limitations until they can figure out a way past them on their own significant power.
I want them to feel capable of making their own decisions, developing their own skills, taking their own risks, and coping with their own feelings.
I want them to climb that ladder without any help, however well-intentioned, from you.
Because they can. I know it. And if I give them a little space, they will soon know it, too.
So I'll thank you to stand back and let me do my job, here, which consists mostly of resisting the very same impulses you are indulging, and biting my tongue when I want to yell, "BE CAREFUL," and choosing, deliberately, painfully, repeatedly, to stand back instead of rush forward.
Because, as they grow up, the ladders will only get taller, and scarier, and much more difficult to climb. And I don't know about you, but I'd rather help them learn the skills they'll need to navigate them now, while a misstep means a bumped head or scraped knee that can be healed with a kiss, while the most difficult of hills can be conquered by chanting, "I think I can, I think I can", and while those 15 whole feet between us still feels, to them, like I'm much too far away.
Kate Bassford Baker
Submitted by Tom Lowe
Tuesday, January 22, 2013
Owner's Manual for a Child
Dear Parent,
I want to be like you. I want to be just like you, but I want to become like you in my own way, in my own time, and by my own efforts. I want to watch you and imitate you. I do not want to listen to you except for a few words at a time, unless you don’t know I’m listening. I want to struggle, to make a grand effort with something very difficult, something I cannot master immediately. I want you to clear the way for my efforts, to give me the materials and supplies that will allow success to follow initial difficulty. I want you to observe me and see if I need a better tool, an instrument more my size, a taller, safer stepladder, a lower table, a container I can open by myself, a lower shelf, or a clearer demonstration of the process. I don’t want you to do it for me or rush me or feel sorry for me or praise me. Just be quiet and show me how to do it slowly, very slowly.
I will demand to do an entire project by myself all at once just because I see you doing it, but that’s not what will work for me. Be firm and draw the line for me here. I need for you to give me just one small part of the whole project and let me repeat it over and over until I perfect it. You break down the project into parts that will be very difficult but possible for me to master through much effort, following many repetitions, and after long concentration.
I want to think like you, behave like you, and hold your values. I want to do all this through my own efforts by imitating you. Slow down when speak. Let your words be few and wise. Slow down your movements. Perform your tasks in slow motion so I can absorb and imitate them. If you trust and respect me by preparing my home environment and giving me freedom within it, I will discipline myself and cooperate with you more often and more readily. The more you discipline yourself, the more I will discipline myself. The more you obey the laws of my development the, more I will obey you.
We are both so fortunate that within me I have a secret plan for my own way of being like you. I am driven by my secret plan. I am safe and happy following it. It is irresistible to me. If you interfere with my work of unfolding myself according to my secret plan and try to force me to be like you in your own way, in your own time, by your own efforts, I will forget to work on my secret plan and begin to struggle against you. I will decide to wage a war against you and everything you stand for. That’s my nature It’s my way of protecting myself. You could call it integrity.
Depending on my personality, I will wage the war more openly or more covertly; I will fight you more aggressively or more passively. A great deal of my incredible energy, talent, and intelligence will be wasted. You will probably win in the end, but I will be only a weak version, a poor substitute, a forgery of what I am capable of being, and you will be exhausted. Please take the pressure off both of us by preparing my home environment so I can do my work of creating a human being and you can stick to your work of bringing one up. I’ll do what I do best and you do what you do best.
I am capable of being the finest example of your best attributes and values expressed in my very own way. If you will prepare a home environment carefully and thoroughly for me, keep my materials and tools in order and good repair, set the limits clearly and firmly, give me long slow periods of time to work on my secret plan, I will do the work of developing a new human being, me! Did I mention that I need materials to be set out in every room of the house? I need to have materials available for quick and easy access wherever I happen to be in the house and wherever you are. I need to have the option of working and playing close to you. Most of the time, I need to use activities close to the shelf where they belong in order to form the habit of putting away.
My secret plan for developing myself is carried out entirely by hand, hands that is, my own two, to be precise. I am a fine artist, a master craftsman, and require the finest tools and supplies. Don’t give me a lot of junk, just a few fine materials that are complete and in good repair. Excess is worse than unnecessary; it’s distracting. It disturbs my creative process. It makes me irritable and uncooperative. I know it’s hard to believe that through my chosen activities carried out independently and in a state of deep concentration I am developing my character, but it’s true. I can’t make fine character out of a lot of junk in a big mess.
My home is my studio and my workshop, so be sure it is quiet and peaceful. Play soft, soothing music while I am awake. Watch TV only after I am in bed. While I’m up, I will make all the noise we need. Oh, and I need everything to be kept in order. I can’t do my best work in a mess. I don’t know how to make order for myself but I crave it, so I will need you to do it for me at least three times a day. If you make order for me in a practical and esthetically pleasing way that makes sense to my logical mind, I will gradually begin to imitate you more and more.
Eventually you will be able to require that I put away for myself, when I’m six or so, providing you always remember to check in with me about it three times a day until I’m nine. I can’t cope with an entire day’s accumulation of things to put away, much less an entire week’s worth. I will certainly never be able to cope with a month’s worth of mess. If you get distracted and forget to help me put away during the day and the mess builds up, you will have to put it away yourself every night.
I hate to be so demanding, but I need to have all my supplies organized and displayed in complete sets within my reach so I can get them for myself. If I have to ask you for what I need all the time, I will begin to feel like either a commanding general or a whining invalid. Stop and think, I could really get into one or the other of those roles. Neither of us wants that. I need independence like I need oxygen. It brings out the best in me. The time you spend setting up my environment will be time you save by not dealing with my petulant, obstreperous, recalcitrant side.
Television is a big interruption in my development. Sorry! I know you don’t want to hear this, I need hands on activities and I need lots of processing time. TV distracts me from more important activities and fills my head with more than I have time to process. Read to me every day because reading goes slowly, allowing for processing along the way. TV packs more in than I know what to do with, so I shut down and either become passive or frenetic. I know you might think some shows are good for me, and I know you might think you deserve the break TV provides, but we both pay a heavy price for every half-hour I watch.
I can’t resist the TV, but that’s okay because every three-to-six-year-old has a parent, and that’s what parents are for. TV makes me distracted, irritable, and uncooperative. The more I watch, the more I want to watch, so it creates issues between us. If you can’t say no to a daily TV viewing habit for me now, where is my example for developing the strength to say no to other bad habits later? Besides, the more I watch TV, the less I want to be like you. Remember, I imitate what I watch. Oh, yes, nix also to the video and computer games I beg for and all my friends have. Come on, I know you can do it.
I will usually be so consumed with my work and play that I won’t hear you when you speak to me. Don’t make it worse by speaking from a distance or repeating yourself. Just get down on my level within a foot of my face, get my attention, and look into my eyes before you speak. Then let your words be few, firm, and respectful. You will save both of us a lot of senseless suffering if you can remember to do that. I know it will not be easy for you to remember, but if you work hard you can train yourself to make it a habit. After all, if you don’t do what you’re supposed to do, how can you expect me to do what I’m supposed to do?
If you don’t have the time or energy or, I hate to say it, self discipline to follow through on what you say, just don’t say it. Idle threats and empty promises make me despise you. You look foolish, arbitrary, and weak. I know I act like I want to run the universe myself, but that’s just a show of bravado. I really need a parent to run my world. When I can’t depend on you to mean what you say, I can’t trust you. That causes me to feel deeply insecure and go to extremes. It’s frightening to me because I love you so much. I need to respect you and trust you to say what you mean and mean what you say. You are the most important part of my home environment.
You’ll be glad to hear that part of my secret plan calls for helping you around the house and yard. No, it can’t be when you have time or are in the mood, or even when it would really be helpful to you. It has to go by my interest. Sorry, I can’t be flexible about that. After all, I’m the one who’s creating a human being. You’re just bringing one up. Well, I guess it won’t really be a help to you at all, not immediately or directly. It’ll really be a big hindrance. I have to be given the right size equipment, careful demonstrations, and lots of time and patience.
Just when I master a certain skill and become capable of making a real contribution, I’ll tire of it and choose not to do it again. Then I’ll want to learn a new job requiring far more skill and expertise and you will have start all over again. This will happen about once a week for the next six years and take up a lot of your valuable and scarce time. In the long run it really will be a big help, though, because I’ll feel so invested in our home and family that I’ll be a lot more reasonable and cooperative about our family’s values and rules. I’ll also be so skilled, capable, independent, and self-disciplined by the time I’m nine years old that it will be reasonable to expect me to do my share around the house and yard. I will have developed obedience.
I know my needs are great and many. I know I’m asking a lot of you, but you are all I’ve really got. I love you and I know you love me beyond reason or measure. If I can’t count on you, who can I count on? But let’s not kid each other. It doesn’t have to be perfect. I’m tough and resilient. I’ll survive and make the best of it. Just thought you might want to have the chapter on the Primary Montessori Home Environment from the Owner’s Manual for a Montessori Primary Child. You could make the next three years a lot more fun for both of us by taking care of me according to my needs. Hey, can we just shoot for meeting 50% of my needs? Okay, okay, I’ll settle for 25%.
Love, hugs, and kisses,
Your Three-to-Six-Year-Old
P.S. I know I’m very lucky. Not many children have parents that will really listen and pay attention to their needs instead of just giving in to their whines and tantrums. Maybe they’re scared their kids will stop loving them. Maybe they’re scared their kids won’t be popular. I’ll save that subject for Chapter Six.
The more TV I watch the more I will complain of boredom because I will gradually lose my natural bent for following my Sensitive Periods–you know, those drives for certain activities during certain stages of development. Without interference of TV, a restless sense of creative dissatisfaction prompts me to explore my environment and fix my attention on an activity, concentration on it, and repeat it. Under the influence of TV, that same restless sense becomes a pouty monster called boredom that tyrannizes you and me both, wears on our relationship, and compromises my best development.
Thursday, January 17, 2013
Re-enrollment forms due...
Re-enrollment forms for current students are due in to Carol Wolfe by January 30, 2013...
Don't Forget!
Tuesday, January 15, 2013
National Day of Service---this Saturday
This Saturday is the National Day of Service, which was inspired by Martin Luther King Jr.'s life and legacy. Service helps make our community, country and world a better place. Even more basic than that, service helps makes us better people. By volunteering our time, skills, ideas and resources, we can make a difference!
5 Ways Kids Can Serve Communities
By Maggie Debelius
Many of us want to teach our children to be, in the words of Gandhi, "the change they wish to see in the world." But it can be difficult to find meaningful ways for children to contribute to service projects and community initiatives.
While food drives and donations support charitable organizations, it’s often hard for children to understand where their contributions go (especially if mom or dad purchases and drops off the canned goods at school or church).
The best way to instill a commitment to service is to start at home. Encouraging small acts of kindness, like helping a family member who has had a rough day or caring for a pet, can teach even the smallest children the power of caring. As children grow, you can help them develop empathy and support good causes with these five tips:
- Give kids a vote.
Sit down as a group and discuss whether there are any individuals, organizations or causes that you are especially interested in helping. What talents and skills do you and your children have that will be most beneficial to them? Even small acts, like donating extra food and blankets to the animal shelter, will have meaning for children, if they choose the cause. - Start locally.
While there are numerous worthy global charities, young children may find it easier to see the value in helping those in their neighborhood. Shoveling snow or pulling weeds for an elderly neighbor (even if you have to assist in the effort) or running an errand for a sick friend will have an immediate impact on both your child and the neighbor. Use the satisfaction that this experience brings as a springboard for talking about how to serve a broader community. - Host a service party.
Show kids that joining forces can have a big impact—and be fun. Invite neighborhood children to your home, a local park or a community center to participate in a service project. Use the web to research the needs of local service groups and find an activity that’s appropriate for the age group. Younger children can make thank you cards for service members or decorate bags for distribution through Meals on Wheels. As children mature, they will be able to prepare simple bag lunches for distribution at homeless shelters. Whatever you choose, the key is to make this a hands-on event rather than a simple donation drop-off.
When kids have completed their service project, gather them in a circle to talk about who will benefit from their service and what other problems their “kid power” can address. Discussing their projects and putting words to their feelings will make their experience more meaningful. Keep the tone fun and rewarding by playing games or singing songs and thanking the children for their efforts. Service is as much about the process as the product, so create a desire to do more! - Play Bingo!
If your kids have charm to spare, spread the love by bringing them to a local senior center. Whether by participating in a game of bingo or singing together, young and old will benefit. - Serve the Earth.
You don't have to scale mountains or brave tropical rain forests to help save the world's endangered species. Start closer to home with activities like making a bird feeder for your own backyard, cleaning up litter in your neighborhood, or other activities that help the earth. Older kids can participate in projects like removing invasive plant species; contact your local parks and recreation department to find out how.
Research suggests that families who volunteer together forge stronger ties. Also, kids who become involved in community service develop greater self-esteem and are less likely to engage in risky behaviors in their teen years. Learn more about how you can take action as a family.
Tuesday, January 8, 2013
Staying Healthy Should be a top Priority
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| What a Wonderful World! |
20 Ways to stay Healthy (and Happy) this Winter Season
1. Bring out the crock pot! Emphasis slow cooked, warm, moist meals this season. Soups are a perfect match for the cold, dry days.
2. We gravitate toward richer foods in the winter for good reason — we need to stay warm, lubricated and healthy. Allow yourself to indulge inhigh quality dairy, nuts and seeds, dried fruits, organic meats, and healthy fats — you can feel satisfied without jumping on the sugar train.
3. With the increase in heavier foods, be sure to increase spices and foods that help keep digestion lively. Many of these foods and spices have the added benefit of boosting your immune system because they are antibacterial. Try adding dark leafy greens, berries, garlic, onions, ginger, cumin, oregano, and cinnamon to your recipes whenever you can.
4. Pay attention if your skin feels tighter these days; you may need to switch to a hardier natural moisturizer like cocoa butter.
5. Use humidifiers to keep the air you are breathing moist.
6. If you use a neti pot to help keep your sinuses clear, swab your inner noise with a q-tip dabbed in coconut oil or olive oil when you are done to be sure you don’t over dry that area.
7. Be proactive about preventing ear infections. Warm up garlic oil (sold in natural health food stores) to body temperature and put a dropper full into each ear canal.
8. We breathe a lot more indoor air in the winter, so be especially careful to keep it clean and free of toxins. Rotate an air purifier into different rooms.
9. Let indoor green plants help keep your air clean and fresh.
10. Diffuse essential oils to increase the negative ion count in your air (shown to help mitigate the effects of seasonal affective disorder).
11. Prioritize sleep and follow the sun’s lead. As the days get shorter, shift your sleep routine toward going to bed earlier and to allow your body more hours to rest and repair.
12. Keep physically active during the winter to bolster mental health and physical immunity.
13. If you are a walker or runner, invest in a set of cold weather workout clothes so your can keep up your routine as the temperature dips.
14. Shift to indoor activities : yoga, stretching, dance, toning and aerobics can all be done via a DVD in your living room.
15. Join a gym or group workout class to keep connected and accountable to getting your workout in.
16. Get social! Stay connected to others, even as your activities shift more and more indoors. Join a moms’ group or book club that meets regularly.
17. Replace outdoor kid’s outings with indoor ones, like book time at the library or trips to the museum.
18. Strengthen your body’s defenses by keeping your gut healthy. Consume foods that have natural probiotics (like yogurt, kefir, miso soup, cultured vegetables, sauerkraut), or take a high quality supplement.
19. If you take fish oil supplements, shift to cod liver oil supplements for the winter. These have the added benefit of vitamin A and D (great for months when our access to vitamin D producing sunshine is limited).
20. Finally, make a Feel Good menu specifically for winter. Take a moment to brainstorm all the things you can do in winter that you enjoy, that feel indulgent, and that make you happy. Keep this list posted and draw from it to make your days more special and when you need a little extra pampering.
Here are just a few to get you started:
- Brew your favorite herbal tea
- Sip a cup of warm apple cider
- Simmer orange peels and cinnamon sticks over the stove to scent the whole house
- Curl up with a blanket and favorite book or magazine
- Take a mid-day stretch
- Work on an art or craft you love
- Turn on some good music
- Cook a special mea
- Give yourself a foot or neck massage with a scented oil
- Take a warm long bubble bath after the kids are asleep
- Stroll through a bookstore-museum-art gallery-thrift shop
- Rent your favorite movie and pop popcorn
- Bake cookies
- Take a brisk walk in the afternoon when the sun is out
What would be on your “Feel Good” list this winter?
Thursday, October 25, 2012
Garage Sale!!!!
Please drop off items at school today and tomorrow!!!! This is a very important fundraiser for the school, so anything you can bring by--from neighbors, family--is welcome. Thank you so much!
Wednesday, October 24, 2012
Soccer Match Lots of FUN!!!!
Next year....come join! The more the merrier...this year, we had several former LPCS students as well as current ones play, which made it all the more competitive as well as enjoyable.
Wednesday, September 26, 2012
Celebrating World Festivals and Traditions
Children love festivals. People love festivals. They get together to celebrate the mythological as well as the ordinary (like tomatoes, oranges and cheese!) Festivals honor film, music and religion. Ethnic festivals can be the some of the most interesting ways to introduce your kiddos to other cultures!
We look forward to the Moon Festival every year around the end of September--that's when the harvest moon is in it's full glory. The Moon Festival is a Chinese event where one gathers with family and friends in honor of the moon and the legends that surround it. We make and display lanterns, have moon cakes (at least our version of them), tell stories, eat delicious, authentic chinese food and look at the moon through a telescope. The magic of the moon is alluring to all. Most importantly, it's a tradition that we look forward to every year.
We look forward to the Moon Festival every year around the end of September--that's when the harvest moon is in it's full glory. The Moon Festival is a Chinese event where one gathers with family and friends in honor of the moon and the legends that surround it. We make and display lanterns, have moon cakes (at least our version of them), tell stories, eat delicious, authentic chinese food and look at the moon through a telescope. The magic of the moon is alluring to all. Most importantly, it's a tradition that we look forward to every year.
Here's a fun video which shows some of the craziest and amazing festivals from around the world--kids would love some of these for they can be quite messy--maybe it's a tradition you and your family might want to begin:
Friday, September 21, 2012
Games and Children
I married a game guy...so I've spent many a night in intense games of scrabble, cards or dominoes. When our children were just old enough, playing games with them became a part of our routine. Card games, board games, whatever caught and held their attention long enough to teach them patience, flexibility and hopefully perseverance. Mastering a new game made them happy. Their is joy in learning a new game and joy in teaching it to others. We had a book once that showed us games that children played all over the world. It was fantastic. Although I can't seem to find the book--I found a link to a site that gives many variations of outdoor games played in other cultures.
So if you are looking for something new for your family and away from the electronics--try some of these: http://www.topics-mag.com/edition11/games-section.htm
So if you are looking for something new for your family and away from the electronics--try some of these: http://www.topics-mag.com/edition11/games-section.htm
Monday, September 17, 2012
Creativity and Technology...
Is technology sapping children’s creativity?
The technology revolution has sparked a new debate about just how much parents should allow their young children to play with iPads, iPhones and other devices. Here’s a smart look at the issue by early childhood development expert Nancy Carlsson-Paige, a professor emerita of education at Lesley University in Cambridge, Ma., when she won the Embracing the Legacy Award from the Robert F. Kennedy Children’s Action Corps for work over several decades on behalf of children and families. Carlsson-Paige is author of “ Taking Back Childhood” and the mother of two artist sons, Matt and Kyle Damon.
By Nancy Carlsson-Paige
My 4-year-old grandson Jake who lives in Guatemala recently called my husband in his office on Skype. No one seems to know how Jake managed to get onto the computer and make the call. And, as I sat talking to a friend, her 3-year old somehow found her iPhone and found his way to a video of Cat in the Hat.
A 13-month old uses a iPad (Matt Cardy/GETTY IMAGES)It wasn’t long ago that we were talking about how much TV kids should watch. And now here we are in the midst of a technology revolution that is happening so fast we can barely keep up with the number of devices and the options for screen time available to kids — on computers, tablets, cell phones, iPhones, flip down car monitors, interactive “app” toys, and on and on.
There has not been time to reflect on how this cascading influx of technology is affecting us all or to study the potentially far ranging influence it is having on our children. While electronic games for young children are flooding the market (72 percent of iTunes’ top-selling “education” apps are designed for preschoolers and elementary school children), the research on their impact is scant.
A great many adults these days tell me how impressed they are with their young kids’ facility with technology or with what they think the kids are learning as they interact with screens. But let’s back up a little, think about what we know about how children grow and learn, and consider this pervasive new influence through that lens.
Starting with What We Know
We have many decades of theory and research in child development that tell us so much about how young children learn. We know that, like children all over the world and throughout time, children need to play. We know that learning in the early years is active — that kids learn through direct play and hands-on experiences with people, with materials, and in nature.
Kids need first-hand engagement — they need to manipulate objects physically, engage all their senses, and move and interact with the 3-dimensional world. This is what maximizes their learning and brain development. A lot of the time children spend with screens takes time away from the activities we know they need for optimal growth. We know that children today are playing less than kids played in the past.
Researchers who have tracked children’s creativity for 50 years are seeing a significant decrease in creativity among children for the first time, especially younger children from kindergarten through sixth grade. This decline in creativity is thought to be due at least in part to the decline of play.
The Importance of Play
Play is a remarkably creative process that fosters emotional health, imagination, original thinking, problem solving, critical thinking, and self-regulation. As children actively invent their own scenarios in play, they work their way through the challenges life presents and gain confidence and a sense of mastery. When they play with materials, children are building a foundation for understanding concepts and skills that form the basis for later academic learning.
And it’s not only concepts that children are learning as they play, they are learning how to learn: to take initiative, to ask questions, to create and solve their own problems. Open-ended materials such as blocks, play dough, art and building materials, sand and water encourage children to play creatively and in depth. Neuroscience tells us that as children play this way, connections and pathways in the brain become activated and then solidify.
Technology, Play, and Learning
What children see or interact with on the screen is only a representation of things in the real world. The screen symbols aren’t able to provide as full an experience for kids as the interactions they can have with real world people and things. And while playing games with apps and computers could be considered more active than TV viewing, it is still limited to what happens between the child and a device — it doesn’t involve the whole child’s body, brain, and senses. In addition, the activity itself and how to do it is already prescribed by a programmer. What the child does is play according to someone elseĆ¢€™s rules and design. This is profoundly different from a child having an original idea to make or do something.
For example, my granddaughter Isabella decided recently to make a house at a city park for a little caterpiller she found there. She spent over an hour finding building materials (sand, sticks, leaves) and creating the tiny house. To make the house in the first place was Isabella’s idea — her invention. How to make it, the materials to use, the design, the process were all up to her. With an interactive screen game, the deeper, more creative aspects of an activity such as these are not within the child’s control.
Many of the companies that market electronic products for young children make claims that these things are educational. While the research on the impact of apps on learning is meager and mixed, I can imagine studies might show that children can learn specific facts or skills by playing interactive games — such as how to count to 10. But parents should not be fooled into thinking this kind of learning is significant or foundational. Games and apps encourage kids to hit icons that lead to right (or wrong) answers. This promotes a kind of rote learning, but it is superficial. For example, a child could get right answers on simple addition problems: 3 + 2 = 5 and 2 + 4 = 6 by repeatedly playing an electronic math game, but still not grasp the underlying concepts of number.
How Might Time on Screens Affect Relationships?
Quite a few years ago, I began noticing how easy it was for parents to turn to screens in challenging moments with their children. This first hit me when I saw a little girl who was in tears over saying goodbye to her good friend and her mom offered her a TV program to watch. Now today, there are almost endless opportunities to quiet our kids with entertaining games, apps, and screen time. But when we do that, are they missing out on the chance to feel, to argue, to sit in silence, to listen, to be?
Screens can occupy, distract, and entertain children for sure; the appealing game or show really “works” in the short term. But harmful habits set in early on both sides: for the child, learning to look outside of oneself for happiness or distraction in tough times; for parents, learning to rely on screens instead of our own ingenuity to soothe and occupy kids.
I thought about how using screens could easily bypass kids’ chances for building emotional and social competence a few years ago when embarking on a family trip. My husband Doug and I were taking our grandsons Jackson and Miles away for the weekend for the first time. We were all packed up and ready to go when Miles’s eyes (he was five years old then) began to fill with tears.
“I have to say goodbye to Mama,” he said, struggling. I could see the powerful sadness sweeping over Miles now that the concrete reality of our leaving was upon him. I gently rubbed Miles’ chest (I felt so badly for him) and said, “When we go away from Mama, we have sad feelings.” I wanted to acknowledge the feelings he was having, but I wanted to help him too. “But you know what? We’re going to New York, we’ll sleep one night, then we come back the next day and Mama will be right here waiting for you!”
Then we got two photos of their family for each boy to carry with him on the trip. Miles was reassured. I knew that if he got through this, he was going to have a big accomplishment in his repertoire that would help him deal with other emotional transitions he’d have to make in the future.
What if when Miles had started to cry, I had handed him a phone app to play with to distract him from his sadness, or offered a Dora the Explorer episode to watch on my computer to cheer him up? It’s so easy to reach for this solution and it’s a sure success. But is it interfering with our longer term goals of helping our kids develop inner resilience and social skills? I’ve become concerned that many children today are learning to cope with their feelings and relationships by distraction, and that screens of all kinds have become easy substitutes for the inner life experiences and personal interactions children need to have.
What Guidance Can We Find?
The American Academy of Pediatrics (AAP) and the White House Task Force on Childhood Obesity recommend keeping children under the age of two as screen-free as possible and limiting screen time for older children. I think this is a standard we should aim for. And as we try to limit screen time, we can do a lot to foster our children’s play as well. Children need uninterrupted playtime every day. The chance to play with materials that are open-ended will encourage the deepest, most creative and expanded play possible.
We can avoid buying electronic toys, games and apps as much as possible. If a child is playing with an electronic game, we can try to introduce a more open-ended material. such as blocks. I did this the other day with Evan, a 3 year old who was visiting us. It was hard to get him away from his mom’s computer, but when I pulled out some construcion toys, Evan jumped at the chance to start building.
When our kids are involved with any toy or material, we can ask ourselves, “What is the potential of this activity for fostering imaginative play and creative problem solving? Is there a more beneficial, more fully engaging, direct experience available for my child right now?”
Not long ago, a parent asked me if I thought the computer game calledConcentration was good for her 4-year-old daughter to play. “Well,” I answered, “I think the question is, could your daughter have a richer, fuller experience if she were playing the actual game of Concentration— if she were manipulating the picture cards, matching them, lining them up and sorting them, playing the game with another person instead of alone?”
Finally, as we try to make wise choices in using technology, we can ask ourselves: When and why do I choose to use screens with children? We can remember that our kids grow socially and emotionally by interacting with us and through direct experiences with others, and make sure we aren’t bypassing important everyday social and emotional “lessons” by how we use screens.
The fact that parents today have the option of so much technology can seem like both a gift and a curse. At certain times and in certain situations, when no other choice seems right, we can breathe a sigh of relief that we have a screen activity available to us. But at other times, we can agonize because our kids are begging for screen time and we want to see them engage in more beneficial activities. Trying to follow the AAP Guidelines is often challenging and takes a lot more effort than the “quick tech fix.” But remembering what we know about how kids learn and grow helps to guide us. And our own ingenuity and inventiveness as parents is the best and sometimes most untapped resource of all.
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