parenting today august 2012

http://www.rpublicbarbados.com

Parenting today · AUGUST 2012

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Parenting Today is produced by The Nation Publishing Co. Limited; a subsidiary of The Nation Corporation, which is a member

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C R E D I T S

E D I T O R ’ S N O T E

VIVIAN-ANNE GITTENS

LYLE JONES

PAULETTE JONES

CHERYL HAREWOOD, LYLE JONES, DAWN MORGAN, APRILLE THOMAS

INSIGHT DIGITAL

CHERITH PEDERSON, DAVID W. HINKSON

FOUNDATION FOR THE DEVELOPMENT OF CARIBBEAN CHILDREN

RANDY PHILLIPS – IMAGEWORX

KELLY JOHNALLY TEL: (246) 430-5515Email: [email protected]

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Publisher

Editor

Advertising Manager

Editorial Team

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Printers

Summer is a wonderful time for the young ones. The long

holiday, enjoyable camps, and the opportunity to vacation

with their mummies and daddies doing fun stuff , make it all

the more exciting.

The end of summer brings a period of transition for many

parents and children: the fi rst day of nursery, kindergarten,

primary and secondary school.

The period of adjustment can be a trying time, but as you

read the pages of this issue of Parenting Today you will fi nd

valuable advice from experts presented in an informative and

entertaining manner.

Leading off with the journey that prepares you for parting

with your baby to rejoin the world of work, we will share tips

on choosing a nursery, provide insights on what to expect as

the child develops, and more.

A child’s hearing is more sensitive than many realize, read

on to fi nd out why, and how to protect it.

To ensure they have a balanced, healthy diet, review our

suggestions for making veggies fun and more appealing to

children.

In keeping with the fun of the summer look out for the

creative party suggestions, and tap into your child’s creativity

with a visit to our craft corner.

With the increasing stress on the total development of the

children passing through the education system, our focus

on extra-curricular activities, their value and maintaining a

balance is both timely and instructive.

It is with special thanks that we acknowledge our valued

contributors and advertisers, without whom compiling a

package such as this would have been impossible.

As our readers, your opinion is important. We welcome

your suggestions on what you’d like to see in future editions

of Parenting Today, as we seek to inform, educate and

entertain you. Lyle JonesEDITOR

mailto:[email protected]

http://www.facebook.com/PinehillDairy


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Contents6 Parting With Your Joy

10 Ready–Set–Go

12 Safeguard Your Child’s Hearing

14 Paving The Road To Success

In Secondary School

16 Doctor Q&A

18 Unlocking Their Full Potential

22 Healthy Hair is Good Hair

24 Healthy, Fun Foods

26 Birthday Party Ideas

28 Back-to-School Craft

32 Happy Children are Healthy

Children

ON THE COVER: ZAHRA AND HANNA ASHBY

COVER PHOTO BY INSIGHT DIGITAL

ISSUE #2 AUGUST 2012

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A NEW CHAPTER BEGINS

PARTING WITH YOUR JOYStory by Aprille Thomas

After the big day

has passed and

you’ve brought

your baby home and spent

weeks, months, or even

years bonding with them,

it’s time for the next big

day — leaving them. Some

parents won’t be able or

will choose not to stay home and raise their children, and so it

becomes necessary to fi nd someone who can. This can be a

diffi cult transition for children and parents alike; but the truth

is that children are always transitioning, and it’s at these times

that they most need the love and support of their parents.

Director of Parent Education for Development in Barbados

(PAREDOS), Marcia Graham, is an authority on the subject

and advises that parents develop the mindset that they have

to concern themselves with transitions every year, and be

right there for their children, “Transitioning means that you

have to spend extra time with the child.”

The earlier, the better. Children who spend more time at home with their parents may have a harder time leaving them than those whose ties are severed early.

Day care

One of the biggest changes for parents is leaving their

children and going back to work. Particularly because choosing

the right day care centre for children isn’t as easy as looking in

the telephone book or going to the one nearest to you. Rather,

Marcia off ers some guidelines for parents:

• The earlier, the better. Children who spend more time at

home with their parents may have a harder time leaving

them than those whose ties are severed early.

• Parents should be abreast of the developmental

expectations of their child at that age. Day care providers

should be able to provide you with information in the form

of literature; as well as tell you when your child reaches

certain goals.

• The day care environment should be clean, light and airy.

It should resemble the cleanliness standards at your own

home.

• The staff at the day care should be caring, loving,

encouraging and embracing. They should off er daily

feedback during pick ups, about your child’s habits and

behaviours — eating, sleeping and so on. This is especially

important for children who cannot yet speak.

• You need to fi nd out if it’s a provider who will call you

during the day regarding any unusual behavior your child

may exhibit. Providers should be open to communication.

• Parents should ensure that they have a physical copy of

the provider’s policies and practices.

• Some day care centres will only allow healthy meals,

snacks and beverages. You should know what your day

care’s position is on the matter.

STARTEARLY

7


Kidsin the

Make sure that when you get home, your house is calm and empty because you will be tired and want some time to relax. Keep visitors to a minimum; . . .

Primary school

By the time children reach the age of four, they are a lot

more developed and independent. Marcia reminds parents

that at this time, children who attended day care would also

have had their relationships with their ‘aunties’ broken, and

would need lots of support from their parents to help them

understand the big change. She advises that parents also

spend time doing research before choosing a school and

off ers the following tips:

• Thoroughly research the school: alumni, teaching

methods and types of communication. You should

even fi nd out about the non-teaching staff because

they are the ones who will have contact with your

children before school, during lunch, when they’re

sick, and so on.

• Find out what kind of curriculum is off ered. What kind

of subjects will they be exposed to?

• Also be abreast of the milestones expected at this

age, so that if you fi nd that your children aren’t

reaching them, you can discuss it with their teachers.

• Find out about extra-curricular programmes that

are off ered, for example, swimming, Cub Scouts,

educational tours, and Brownies.

• Once you decide on a school, you should take your

child there and allow them to spend time in the new

school. It is important for parents to be positive about

the school, because children will pick up on this.

• Before the school year begins, parents can do a few

trial runs to the school so that you can be familiar

with the time it will take, and maybe even learn a few

‘back roads’ in the process.

• When school begins, parents should ensure that they

get involved with the Parent Teachers’ Association

(PTA), which will give you closer access to the school.

Participation is also advised, so that you will have the

ability to infl uence policies.

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8

A NEW CHAPTER BEGINS

With your little ones undergoing such huge changes to their daily routines and socializing with others, it is expected that you may experience changes in their attitudes, language, and behaviours.

Children should be taught to say, “No, I don’t like that,”

in response to any verbal or physical abuse from other

students, rather than being taught to return the abuse. If

your child comes home with a complaint about another child,

Marcia suggests that parents fi rst ask questions rather than

immediately complaining to the teacher. Children should be

encouraged to take matters to the teacher before parents

get involved. “Schools must have systems in place to resolve

confl ict and teachers should be trained in confl ict solving.”

If the matter isn’t resolved at the teacher’s level, it should

then be taken to a senior teacher or the principal.

Learning at home

With your little ones undergoing such huge changes to

their daily routines and socializing with others, it is expected

that you may experience changes in their attitudes, language,

and behaviours. As parents, it is your duty to be aware of

any such changes and be ready to communicate with your

children about them.

Marcia advises that parents teach their children about the

socialization process, “They have to learn to get along with

children who are diff erent.”

Parents need to work with their young ones at home, just as

much as teachers work with them at school, or more. Home is

the place where children should develop a high self-esteem

and a strong sense of character. These lessons fall squarely

on the shoulders of parents and can only be taught through

listening and talking to your children.

Time management is extremely

important, especially for busy,

working parents. You need to

allocate enough time for work,

rest and recreation. If you have the

resources, you should also look

to solicit help from family, friends

or professionals. You may not be

good at mathematics or science,

but you may have a friend who

studied science at school. Raising

a child can be a collective eff ort.

Confl ict resolution


http://www.samlordes.com


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EDUCATION TODAY

All athletes, and those who follow athletics, know the excitement of watching well-prepared runners take off for the fi nish line. A good education is much like a race to the fi nish line and in the same way

requires preparation and hard work during the school years, to ensure good academic and social outcomes.

Many factors contribute to children’s readiness for the offi cial start of the race — Grade One. There are also many commonly held beliefs and misconceptions about what children should be able to do upon entering Grade 1.

We know that many children drop out of the race before reaching the end, and are left under-equipped for their tasks as parents, workers, citizens.

What we know about readiness – Preschool environmentsThe preschool environments should help develop listening and

comprehension, fi ne motor and other reading and writing readiness skills, and encourage children’s love of learning. Studies however indicate a general belief among pre-primary teachers/caregivers and parents that children at the end of their preschool experience should have “academic” readiness skills, that is, be able to write, read, recognize the sight and sounds of the alphabet, spell some words, and solve some math problems.

Studies in the region, however, contradict this belief.

Parent and teacher expectationsOther readiness expectations, especially of parents, were that children should

demonstrate basic social courtesies and respect for others, and display self-help skills such as dressing and feeding themselves, going to the bathroom independently, and taking care of their environments.

Gender differencesStudies suggest it is at the primary level, not before, that boys begin to drop

behind the performance of girls quite signifi cantly.

Studies of early childhood environments suggest that boys may derive greater benefi t than girls from more active, learner-centred environments, as the research literature suggests that girls will adapt to and learn more easily in most settings than will boys.

Factors that contribute to children’s readiness for Grade OneThese factors include:• The quality of child interactions within the family, with parents, siblings,

and other caregivers• The security and quality of the child’s learning environments the

environments the home, the day care centre, the preschool, and the community around him or her

• The availability of learning materials• The quality of the teaching/caregiving personnel and environments• The pupil to teacher ratio• The social and economic conditions of the child’s family and

neighbourhoodMany preschool personnel and parents believe that making preschool

more like formal “academic” school will better prepare children for primary school achievement. The results of several studies contradict this belief. The active-learning approaches of Grade One teachers with early childhood training seem to produce overall better student performance and maintain gender equity more ably than the primary trained teachers and traditional primary settings.

Both teachers and parents see children themselves as being responsible for their lack of readiness skills on entering Grade One. It was however shown that teacher preparation and the quality, quantity and variety of learning materials are critical elements in readying children for primary schooling.

The preschool settings in which teachers were better trained and used more active learner-centred approaches resulted in higher levels of child competencies.

READY–SET–GO!

In keeping with the research fi ndings on readiness for Grade One and in a bid to build a fi rm foundation for our children’s future growth and learning, the following are recommended:1. Develop and strengthen public and parent education to

address the false premise that mimicking formal “academic” school will better prepare children for primary school achievement.

2. Provide support and incentives to schools and training institutions to embrace and promote teaching strategies and learning environments which will promote children’s school readiness, especially cognitive, social, emotional and physical readiness for primary school, fostering a love of learning in the process.

3. Implement strategic public education and communication campaigns to raise the image and importance of the early

childhood practitioner.4. Establish incentives (for example scholarships, time release)

to boost enrollment for studies leading to higher qualifi cations in early childhood education.

5. Set higher prerequisite qualifi cations for practitioners in pre-primary institutions.

6. Review and revise teacher training and classroom curricula to include, without bias, the different learning styles and needs of both girls and boys.

7. Ensure that parenting education strategies also address, without bias, the different learning styles and needs of both girls and boys.

8. Equip primary school principals with the evidence and strategies to improve primary competence by utilizing early childhood approaches in early primary years.

RECO

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Submitted by the Foundation for the Development of Caribbean Children

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http://www.fdcchildren.org

http://www.fdcchildren.org


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Paving the roadto success in secondary school


TRANSFORMING ANEW

Congratulations, your child will be amongst several

entering secondary school this September.

Transitions can be nerve-racking, but with due care

it can be made as smooth as possible.

1: The 11-Plus is only a snapshot

With your child entering Secondary school, it is easy to

start typecasting his or her future solely based on results. As

parents we must always focus on our children’s education

as a lifelong process. The 11-Plus exam is only a snapshot

of their potential. Learning is a lifelong commitment, a

perspective often forgotten in the sheer panic or jubilation

over exam results. Our duty is to steer their course towards

a thirst for knowledge and a commitment to learning, which

will prepare them for a knowledge driven society.

Futurist educators predict students of tomorrow will need

to be extremely self-motivated to keep their skills current.

In a highly competitive job market, lifelong learning and

retraining will be the norm. Those parents who provide

wholesome enriching educational experiences for their

children, will undoubtedly place them well ahead of the

game.

2: Reassurance boosts self confi dence

Let’s start at this point, part of providing an enriching

experience is to understand how your child develops.

Children in this age group have increasing abilities to reason

things out, think abstractly about the pros and cons of a

situation, as well as refl ect on themselves. If your children

did not achieve the “desired” results, then constantly

reprimanding or withdrawing your aff ection as parents, will

only serve to alienate them. Allowing them to wallow will also

be detrimental in the long run. It’s now time to put the results

behind you, and refocus your energy on the emotional and

perhaps educational support your children will need.

They are well aware of what the results mean, so putting

them at risk for low self worth, poor self esteem and feelings

of inferiority will inadvertently do more harm than good.

Your children need you now more than ever, not only to

navigate the Secondary school transition, but to also tame

the adolescent beast snapping at their heels.

Choose to reassure. Work on their academic diffi culties

constructively, especially if they have suff ered a tremendous

blow to their self-confi dence.

3: You will both be transformed

So with the exam behind us, we begin to breathe a little

easier…. Well prepare yourself! You are just about to slide

down the slippery slope of adolescence. It won’t be so

bad you think.... Perhaps, however, your pre-teen is about

to experience a tremendous amount of transformation:

psychologically, emotionally, and hormonally. Adolescence

brings many serious changes in the way they think, behave

and feel. Your style of parenting will also need to be tweaked

in step with these changes.

Some balance needs to be struck between fostering their

independence and setting fi rm boundaries; giving warmth

and aff ection without smothering; and most of all, providing

Story by Cherith Pederson

THE BIGSTEP

13


guidance without stifl ing initiative. Children of parents whose

“parenting style” is warm, supportive, responsive, yet fl exible,

tend to fare better. Your role is to help shape their development

by providing positive support and good communication.

Parents who are overly controlling and rigid are not meeting the

developing needs of their teenagers, and in fact undermining

their ability to make decisions on their own.

4: Joining the PTA will enrich your child’s education

In these developing years, children will need a school

environment that is safe and allows their to refi ne the skills

they will need to achieve their full potential. Building a good

relationship with the school and teachers is essential for the

next critical years of their school life. Entering Secondary school

means a larger school, more teachers, new classmates, new

rules and invariably more demands on your child. Studies show

that students who have good relationships with their teachers

tend to be more successful in school.

Research also points to high parental involvement as a

good cushion for the transition. In other words, parents should

prioritize getting involved in school activities, and the Parent

Teachers’ Association, since it will determine how well their

children thrive in their new school environment. Furthermore,

such high visibility in the school will gain the respect of staff .

5: Good friendships help

Another relationship that deserves some attention is your

child’s relationship with peers. Children who keep strong bonds

with friends from their primary school, as well as make friends

at their new school, are much more successful at transitioning.

Good friendships are a comfort and a buff er in times of change.

If children have trouble making friends, participation in extra

curricular activities is an easy way to meet those with like

interests. Extra-curricular activities are also an integral part of

enriching your child’s education. It helps to build character and

provide learning experiences outside the classroom. Children

involved in extra-curricular activities begin to apply knowledge

gained in the classroom, and build connections with peers that

are benefi cial.

6: You still need to keep them on track

Given the increasing academic demands of Secondary school,

your 11-year-olds will still need you to keep them on track as they

transition. You may need to guide them to make a schedule that

balances schoolwork, social life and extracurricular activities.

You will have to monitor that homework is completed, their

grades are as expected, and that their relationships are positive.

This lays the foundation for them to strive for the same balance

in the future.

Education should provide quality experiences that lead

children to feel hopeful and positive about their future. Therefore,

preserving their sense of well-being, control and optimism while

in school are paramount to them achieving success in life.

Fun tip: Decorate and create a portfolio/folder with your child.

This is a good exercise in helping you to document and save

memorabilia from their time in secondary school.

Children who keep strong bonds with friends from their primary school, as well as make friends at their new school, are much more successful at transitioning.

“Cherith Pedersen is an expert in clinical counselling and expressive arts therapy, with years of teaching experience.

She runs a counselling agency which works in collaboration with PAREDOS,

Supreme Counselling for Personal Development and the National Council on Substance Abuse.”


14

CHILDREN’S HEALTH TODAY

LLet’s face it: we live in a noisy world! Increased traffi c

on the road; construction projects; our heavy use of

cell phones, iPods and other personal entertainment

devices; not to mention a growing number of public

entertainment “hot spots” in action all year round, mean that

our ears are facing much more stress than in years gone

by. Children are particularly vulnerable, as they are still

developing and are therefore much more sensitive to over-

stimulation of any of their senses.

Barbadian ear, nose and throat (ENT) specialist, Marquis

Dowell, says there are relatively few congenital issues that

can lead to hearing defects in young children. Premature

birth is one factor, if the child is born at a time when the inner

and middle ear are not yet fully developed. If the mother

has contracted rubella during pregnancy, or has used any

medication not recommended for use at that time, it could

also result in hearing defi ciencies or other health problems in

the child. Another factor that can lead to hearing loss is a lack

of oxygen at birth.

The Oto Acoustics Emissions (OAE) screening test

is recommended early in a child’s life, and is normally

administered a few weeks after birth. It is aimed at determining

whether the auditory pathway (outer/inner/middle ear) is in

good shape. In it, a signal is used to stimulate the ear, and the

results are measured via a computer. If anything abnormal is

noted, the doctor will take a closer look at the ear to identify

the cause and recommend solutions.

One challenge parents face on occasion is wax buildup,

which is sometimes hereditary in nature. According to Dr

Dowell, ear wax is one of the natural methods the ear uses to

protect itself, and generally speaking, it dissipates on its own.

In the case of a buildup, he says it is best to visit a general

practitioner or ENT specialist to have it removed. He advises

against inserting cotton swabs or any other foreign object

into the ear to clear the excess wax, since it could lead to

infections owing to the thin, sensitive skin within the ear canal.

With that in mind also, he says using syringes to inject a

mixture of water and peroxide into the ears to clear excessive

wax was even more troublesome. In his words, “Water and

the ears don’t mix very well, since the ear is essentially a

closed cavity with one entrance and one exit. Because of this,

and the thin skin, any water that settles there can easily be

colonized by fungi and bacteria already present there.”

In terms of day-to-day protection, the specialist says

that, to his knowledge, there are no specifi c items we can

introduce into our diets to enhance our hearing, and adds that

most hearing problems come about because of prolonged

exposure to noise above 90 decibels.

Safeguard your child's hearingStory by David W. Hinkson | Photos by Insight Digital

. . . cell phones, iPods and other personal entertainment devices have become items many of us cannot live without; not to mention a growing number of public entertainment “hot spots” in action all year round, mean that our ears are facing much more stress than in years gone by.

CAN YOU HEAR ME

NOW?

Here are some recommendations:* Avoid standing near to speakers, horns, or any other sources

of loud noise when attending concerts, street parades or sports

tournaments. Bear in mind that even if children fall asleep during

the event, the noise can still have an adverse eff ect on their

hearing. If possible, bring along ear muff s or other devices to

protect their ears.

* Monitor your child’s use of headphones and ear buds when

using iPods, MP3 players and other such devices. If you can hear

their music while standing next to them, it is too loud. In terms of

general hygiene and protecting the ear from possible infections,

clean the headphones and ear buds on a regular basis.

* Read the labels/instructions on children’s toys for warnings about

noise levels. Bear in mind that children have shorter arms and

often hold things close to their ears. You can also reduce the

noise levels by placing clear tape over the microphone part of the

toys, and encourage children to take breaks when they play with

noisy toys.

* When travelling on an aircraft, middle ear infl ammation is a

common problem that can lead to ear infections, and children with

colds are especially vulnerable. If your child has a cold and it’s not

practical to cancel your travel plans, use decongestants and nose

drops as these can alleviate any potential hearing challenges.

These few simple measures will help ensure that your child’s hearing

remains in good health, even as our world gets louder every day.

David Hinkson is an experienced journalist and the proud daddy of a

two-year-old girl.”


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http://www.caveshepherd.com


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WHAT'SUP DOC?

HEALTH TODAY

Q How often should I feed my baby? She’s just six weeks

but has quite an appetite. Left to her she would want to

feed every half hour to 45 minutes. Is that normal, or

could something be wrong with her metabolic rate?

A Babies generally feed very often, especially when they are

exclusively breast fed. In the fi rst few weeks in particular

they breast feed almost every hour for more than half an

hour per feed and so it often seems as though they are

always breast feeding. As they get older and mom’s milk

becomes richer, the feeding frequency should reduce and

the duration of the feeds much shorter so breast-feeding

becomes a little less tedious.

Q My seven-week-old son is often constipated. He’s still

exclusively on breast milk, and I maintain a well balanced

diet. Is it possible that I’m missing something in my diet

that’s causing the problem?

A This is a common question asked by parents and I believe

that parents think their babies are constipated if more than

two days have passed and they have not passed stool or if

they seem to be straining while passing stool. Constipation

by defi nition means that they are not passing stool for at

least fi ve to seven days and the stool is hard like pellets.

Many babies will not pass stool even if they are breast

feeding exclusively for three to four days and when they

do, they tend to pass a huge load. This is perfectly normal.

Straining is expected whenever a baby is passing stool

because they have to use their abdominal muscles (which

in utero were not being used) to do this and like any muscle

that has never really been used before, a little bit of work is

necessary for them to develop.

Q We decided against having our son circumcised,

however it is diffi cult cleaning the head of his penis

as the foreskin is rather tight at this stage – he’s fi ve

months – and we don’t to risk causing serious damage

by forcing it, since it hurts him when we try to. Is there

anything we can do to make the process less painful?

A The foreskin up to three years of age should be quite tight.

Cleaning of the head of the penis is done by the foreskin. If

you try and pull the foreskin back, you run the risk of tearing

it and once this happens, scar tissue may form which may

then cause the foreskin to tighten over the penis and this

can only be released by circumcision.

The recommendation is therefore to leave the foreskin

alone, it will clean the head of the penis. By about three

years of age, the foreskin should start becoming a bit looser

but still not fully retractable. Usually by six to seven years,

then the foreskin fully retracts. All of this should happen

without our intervention.

When parents choose to circumcise their male babies, then

of course they have to undertake the responsibility of the

foreskin which has been removed and so they then have to

clean the head of the penis.

In those few boys who reach the age of six or seven years.

and the foreskin is not retracting, they will then have to be

circumcised.

Q How do I tell when my child is running a fever? From birth

his temperature has always seemed high to me, but his

doctor said children normally have higher temperatures

than adults. Are there any other symptoms that I should

look for to confi rm when high is too high?

A Children can “feel” warm but that does not necessarily

mean they have a fever and the only way of knowing is

to measure their temperature with a thermometer this way

you are measuring their “core” temperature. There are

many methods of measuring their temperature: the oral,

rectal, ear and underarm methods are all acceptable. Most

electronic thermometers when set appropriately will also

alarm if the temperature is elevated.

Fever is part of your child’s normal immune response to an

infection. However, it is concerning in certain cases:

When your child is under two months of age

When your child has had a fever for over 72 hours.

When the fever is not responding to treatment, for example,

the correct dose of paracetamol or ibuprofen for his or her

weight, not necessarily age.(parents remember, medication

may take up to one to two hours to bring a fever down)

When the fever is associated with other concerning

symptoms like excessive irritability, drowsiness, a rash

which does not disappear when you press on it, intolerance

to light (even when the fever has broken) and in babies,

when the soft spot (fontanelle) feels tense (when they are

not crying and are in the upright position). In these cases, it

is wise to seek early advice.

Unlocking their full potential

18


PERSONAL DEVELOPMENT TODAY

It may well be considered a balancing act – school work

versus extra-curricular activities – but both are vital to

your child’s character building, physical, social, mental

and spiritual development. In fact, those otherwise fun

activities can sometimes be the launch pad for your child’s

future career.

Joan was just nine years old when she joined the

Literature Team at her primary school. She began writing

short stories from those already in her grammar book,

before moving on to writing poetry. By the time she reached

secondary school, she was immersed in English Literature

and English Language projects. Soon after, she initiated

the birth of a school newspaper with the help of her class

teacher. It became a success! By Class Three, Joan had

already shared short stories with the local newspaper.

When she left school at the age of 18, she applied to the

media house that had published her work, and landed

a job as a cub reporter. All this evolved because of her

decision to get involved in an extra-curricular activity.

Allowing your child to participate in an extra-curricular

activity can and will also play a key role in that child’s

college admissions process. Admissions offi cers at highly

selective international colleges will tell you that over 40

per cent of applicants are

academically qualifi ed to get

in, but since they all cannot,

they look for details beyond

strong academic work to

create the class. This is

where extra-curricular

activities come into play.

The key to choosing

extra-curricular activities for your child is to discover the

things about which he or she is most passionate. It is also

important that they stay consistent. It is not unusual for

children to fi nd their love for an extra-curricular activity at

such places as summer camp or vacation Bible school.

They may display a deeper involvement in a particular

activity, or establish a new interest.

A student’s choice of extra-curricular activity is

infl uenced by several factors, the three most important

being interest, fun and time availability. However, an

important factor to note, is that it is possible to have too

many activities. If these activities interfere with your child’s

academic work, it may be necessary for him or her to reduce

the number of activities in which he or she is involved.

Story by Cheryl Harewood

The key to choosing extra-curricular activities for your child is to discover the things about which he or she is most passionate. It is also important that they stay consistent.

FIND YOUR PASSION

Role for extra–curricular activity to play


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20

PERSONAL DEVELOPMENT TODAY

MAINTAINING A BALANCEWhile there may be positive aspects

to involving your children in organized

activities, it can sometimes be diffi cult for

them to fi nd the balance between keeping

on top of homework and aiming to be the

next big cricket star of their community.

HERE ARE SOME POINTS

TO CONSIDER:

SET HOMEWORK TIME EARLY

Have your children complete

homework the minute they get

home, if practice for their

extra-curricular activity takes

place after school.

DON’T OVER-CROWD THEIR SCHEDULEDon’t over-crowd their scheduleSports, music and other activities take up a lot of time with practice often occurring after or before school and competitions taking place on weekends. Make sure your child is not enrolled in so many activities at a time, that he or she does not have adequate time for homework, rest or spontaneous play.

CREATE A REWARD SYSTEM

If children are eff ectively balancing school and

a sports, they are working hard! It is therefore

alright to reward them for their eff orts. That

way they’ll know that hard work pays off .

Striking a balance between schoolwork and

extra-curricular development opportunities

can be especially diffi cult if your child is

enjoying the activity more than schoolwork.

That’s why you must always stress that school

still comes fi rst.BE INVOLVEDBe involved with your child’s schoolwork and activities.

Maintain contact with teachers and coaches so you

know when it’s time to focus more on schoolwork and

less on optional activities.

CREATE A SCHEDULE

Sit with your child and create a

schedule to make both of you happy.

Let it include fun time, school time

and sport time.


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22

BEAUTY TODAY

After the summer-long fuss about shopping for school

uniforms and supplies has subsided, parents are

often exhausted. And even with the alleviation of the

pressure to get that new pink backpack or the fuzzy pencil

case she had to have, the stress continues for the parents of

young girls. ‘What am I going to do with her hair?’ might be the

question on everyone’s lips.

Whether you choose to leave your daughter’s hair natural

or to use a chemical treatment, we want to make sure that

you are fully equipped with information on how to care for her

hair type. Karolynn Browne has had years of experience in

the cosmetology fi eld and off ers hair tips to Parenting Today.

NATURAL HAIR

• Hair follicles need to be clean and unclogged in order for

hair to grow. Therefore hair should be washed regularly

(every two weeks) with detangling, moisturizing shampoo,

and nourishing, moisturizing conditioner. On top of this,

a weekly wash with just conditioner should be done, also

known as a co-wash. For particularly thick or coarse hair,

when wet you should section and detangle it with a wide

tooth comb and a leave-in conditioner.

• Air dry in sections or use hooded dryers for optimum

results. If you’re in a hurry, only blow-dry after fi rst towel-

drying at least 70 percent of the water out of the hair.

• The key to healthy hair is moisture. Use creamy

moisturizers fi rst, then oil the hair and scalp after to seal

in the moisture. You should pay special attention to your

daughter’s hairline when moisturizing.

CHEMICAL TREATMENTS (RELAXERS AND TEXTURIZERS)

• Hold off chemical treatments until your daughter’s hair

is literally ‘old enough’ to handle it. Not doing so could

result in permanent damage to your child’s scalp and hair.

Her hairline or ‘baby hair’ should be strong and free from

damage, especially if she may have had tight cornrows or

hairclips in those areas.

• All girls should visit a hair care professional for their fi rst

chemical treatment, in order to have their hair analyzed

and to discuss the best treatment options. Discuss your

child’s current hair products and activity schedule with

the professional to determine the best hair regimen for

your little girl.

• Relax hair NO less than every eight to 10 weeks with

either mild or regular strength relaxer (not super, coarse

or extra coarse)

• Co-wash (wash with just conditioner, no shampoo) weekly

• Have hair treated every two weeks

• Constantly moisturize the hair

• Cover the hair nightly

GENERAL TIPS

Other general tips she off ers for natural hair are to treat it

monthly with a protein conditioner; trim the ends every six

months; and cover your daughter’s head with a silk or satin

scarf or doo-rag before bed. As it pertains to styling, you

should make sure your daughter’s hair is never cornrowed

tightly, and try to avoid constantly using styles that would put

a strain on the hairline.

Story by Aprille Thomas | Photo by Insight Digital

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Healthy, fun f ods24


NUTRITION TODAY

Story by Dawn Morgan | Photos by Insight Digital

BLEND vegetables with fruit (the fruit taste dominates) to make

cool smoothies in nifty colours, even adding natural food

colouring for more eye appeal.

HIDE the veggies where you can. Boiled and mashed spinach

can be added to meatloaf or meatballs or hamburger patties.

Use mashed pumpkin with cheese for a zesty pizza topping. Red

beans or lentils and purees of carrots, green beans or spinach

can be used in tomato sauces with pasta, including lasagne.

Mash pumpkin or squash, or puree other veggies and add to

cake, cupcake and muffi n mixtures, (they don’t need to know)

plus fresh or dried fruit which can also be used to decorate.

FUN FOOD times can be created with some imagination. Have

GIANT snacks of whole “baby” carrots, broccoli “trees”, whole

cherry tomatoes, Brussels sprouts “whole cabbages” and whole

small sausages. Add food colouring to some foods to make them

unusual. Serve peanut butter in 1-1/2 to 2-inch pieces of celery

and place a few raisins on top, and tell them its “ants on a log”.

Green colouring makes the storybook treat of “green eggs and

ham”.

YES! THE WORDS “healthy and fun” do belong together, but young children can be turned off by “its good for you”

lectures. You’ll get more cooperation if you concentrate on good taste and attractive colours and textures.

Here are tips to help parents get children (and adults) to eat more veggies and fruit.

SMOTHER veggies with grated cheese to gain

acceptance at fi rst, then reduce the cheese. Make

individual small bowls of mashed sweet potato or

breadfruit with grated cheese mixed in and sprinkled on

top. Let them try it without confessing what it is, they will

think its white potato at fi rst.

MODEL for them by eating the same foods you want

them to eat! Have fun with eating with fi ngers and

making yummy noises and chill about the mess. That’s

what easy to wipe tabletops and counters are for, plastic

mats and plastic table covers, or craft aprons or wearing

kitchen cloths tied around necks.

BUY SMART by planning menus and meals while

being fl exible to purchasing what is fresh and in season

(hopefully cheaper). Limit the junk foods and sugary

carbonated drinks you bring home. How can you

complain about the kids eating overly salted, oily and

high-sugar snacks and cereals if you are the person

bringing it home! Pic

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26

Invitations: ‘Golden Tickets’ can be printed and cut

at home on gold-coloured copy paper, or ordered from

a professional ticket-printing company. They should read

something like ‘Congratulations, you’ve made it through to

Hollywood for ____’s Idol Party’.

Dress code: Have the guests come in their best celebrity

outfi t.

Decorations/Set up: You’ll need a stage, judges’ table

and chairs for the audience. You can improvise with the

stage by just designating an area of your house and

hanging a large black sheet on the wall, decorating it with

glitter and tinsel to mimic a stage. If your budget will allow,

you can go the extra mile by hiring a lighting company to

make your stage come to life. For the outside décor, you

can purchase red felt to lead up to your door, and rent

gold posts with red ropes to off er ‘crowd control’.

Activities: Everyone will be either a performer, judge or

audience member. Have family members greet the stars

as they come up the red carpet, and give some of them

recorders and video cameras to interview the celebrities.

For the show, all you need is a radio or computer with CDs

or mp3s to play the songs the little performers choose.

Backstage, have the performers rotate between ‘hair’,

‘make-up’ and ‘accessories’ which you can have family

members do. Of course to go over the top you can hire

professionals.

Food: Since you’re doing so much in every other aspect

of the party, you can go simple with the food. Pizza,

chips and dip should do it for these celebrities. Give the

celebrities fun coloured plastic goblets for their juices and

sodas and they’ll defi nitely feel like they’re getting the star

treatment.

Cake: Your star’s cake should be as glamorous as she

is on the day! Some ideas for

cakes include a microphone

cake, a star-shaped cake, or

a cake with a picture of her

favourite Hollywood celebrity.

Memorabilia: Have guests

decorate plain picture

frames (that you can choose

to buy or make with lolly

sticks, for example) with stars

and glitter. When you print

the pictures from the party,

you can place them in the

frame and give them to each

guest.

Birthday Party Ideas

PARTYS TODAY


Story by Aprille Thomas

Everyone will be either a performer, judge or audience member. Have family members greet the stars as they come up the red carpet, and give some of them recorders and video cameras to interview the celebrities.

American Idol party (GIRLS)

STAR FORONE NIGHT


Dr. Seuss Party

(GENDER NEUTRAL)

Invitations: Like the Cat in the Hat, the invitations

should be quirky. There’s a lot of Disney clip art

online that you can choose from to make and print

your own invitations. Word play would bring the

theme home for these invitations. For example,

‘Would you, could you, come to my party’ and ‘___-

I-Am is turning two.’

Dress code: Ask parents to bring their children

in crazy outfi ts or onesies, mimicking Thing 1 and

Thing 2. You can also buy or make outrageous hats

beforehand, for each guest.

Decorations/Set up: Your set up should be fun

and colourful and you can make several signs or

posters with cute little rhymes such as, ‘I like cake

here, I like cake there, I like cake and ice-cream

everywhere’. You should also have lots of balloons.

Activities: Since these children are younger, the

activities will be less structured. You can purchase

several Cat in the Hat colouring and activity books,

or print sheets that you fi nd online. You can also

set up your own home theatre to show Cat in the

Hat movies or episodes. If you’re going to have any

older children in attendance, you can choose to buy

a Cat in the Hat board game to entertain them.

Food: It goes without question that you should

have a brunch menu, with none other than eggs

and ham (you can opt to use food colouring for

the eggs and ham, but not if you have very picky

children). You can have funny names for regular

juices like ‘Mean Green Juice’ or ‘Mink Pink Drink’.

Oddly shaped, decorated cookies will also sit well

with the little ones.

Cake: A zany striped cake would only be fi tting,

with your child’s name in a scribbled handwriting.

Memorabilia: A simple option would be to just

place favours in loot bags, with each guest’s name

enhanced with an adjective beginning with the fi rst

letter of their name. So for example, Danielle’s bag

would read, ‘Dancing Danielle’. A way to go over

the top would be to give a small fi sh to each guest—

one fi sh, two fi sh, red fi sh, blue fi sh.

Avengers Party (BOYS)

Invitations: You can make these yourself with cardboard and

markers. Cut stars out of the cardboard, covering them with white paper.

On the front, use words from the comics like ‘POW’, ‘ZAP’ or ‘BIF’; that

will defi nitely get their attention. On the back, start with an epic, urgent

message, like ‘Urgently calling all superheroes…’

Dress code: There are several printable superhero masks that you

can get online, and have the guests decorate at the party.

Decorations: You can string up store bought American fl ags, plastic

shields and hammers, in addition to the usual Avengers tablecloths,

plates, cups and napkins.

Activities: A spin on the popular party game, you can play ‘pin the

cape on the superhero’. Also, to give the young children the opportunity

to practise their superhero powers, you can orchestrate games of hide

and seek and treasure hunt. Races to test speed and agility will end the

arguments about who’s the fastest superhero. Lastly, set up a tug-of-

war to determine if any other heroes can take on Hulk’s strength. For

any younger children that might be there, you can also get printouts of

Avengers colouring books and pages.

Food: Keeping the world in check is sure to work up an appetite.

Superhero cupcakes, Hulk green Jello and tiny sandwiches should do.

Blue, green and red popsicles would be ideal if it’s a hot day.

Cake: The cake should be the simplest part of the day: whatever

superhero your son loves the most. If he can’t decide, do them all!

Memorabilia: Avengers loot bags can be fi lled with sweets, candies

and other tasty treats to keep these young heroes energized and ready

to save the world!

Ask parents to bring their children in crazy outfi ts or

onesies, mimicking Thing 1 and Thing 2. You can also

buy or make outrageous hats beforehand, for each guest.


27


LEARNING TODAY

28

Children learn to count – at least to 10 – using

their fi ngers, from an early age. Then they learn

if you have two oranges and you add four it

makes six, and if you take away one, it leaves fi ve. Later

on they learn fractions beginning with basic halves and

quarters.

While all of this is going on, they are going around

with parents who they observe spending money, and

they often hear parents discussing money, but the very

young really don’t grasp the value of money.

Parents can do a lot to educate them about the

purchasing power of money when they are present in

the supermarket and stores. It just takes a little time, and

it gives a wider understanding of arithmetic than they

get in the classrooms.

Give them examples such as:

One orange costs $1, so if we buy fi ve, how much

would we have to pay?

If two apples cost $1, how much are we paying for

one?

Carrots are a low price this week, so I can buy two

packs; but beets are expensive so I won’t buy any.

If we cut the cake in half, then cut the halves in half,

how many pieces do we get?

These little snippets teach them to shop wisely.

When they get to the primary school age, they can

be coached to take the book you are buying for them

to the cashier, with the responsibility of counting the

change and making sure it is correct. Of course, you will

be watching their movements but this starts the process

of greater independence with cash transactions, rather

than if you never involve them and just continue to do all

the paying yourself.

You could also use the system of giving them pocket

money on a daily or weekly

basis, then questioning

them about their purchases,

to further encourage them

to think of money value and

spending. A similar process

can be applied to giving

them spending money at

fairs and then asking them

to account for what they

bought and the change

they have.

Apples and oranges

One orange costs $1, so if we buy fi ve, how much would we have to pay?If two apples cost $1, how much are we paying for one?

Story by Dawn Morgan


5 X 1 =

30


CRAFT TODAY

BACK TOSCHOOL

CRAFTStory by Aprille Thomas

What you’ll need:3 toilet paper rolls

1 regular cereal box or 1 pasta box

Sheets of blank A4 paper

Piece of cardboard

Glue

Stapling machine

Scissors

Old magazines

Desktop organizer:Cut the piece of cardboard down to a size

that will fi t comfortably on your desk. (You

can choose to leave the edges straight,

or round them.) Completely cover the

cardboard using randomly cut pieces of

old magazine pages to create a colourful,

collage eff ect. This will be your base.

Cut a slant in each of the toilet paper rolls

so that there’s a semi-circular opening on

one side. This will be the front of the pencil

holder. Cut one of the three toilet paper

rolls in half. Use cut, old magazine pages to

cover the toilet paper rolls entirely. Glue the

three rolls onto the cardboard, arranging the

taller ones at the back and the shorter one

at the front, in the middle.

Cut sheets of blank A4 paper to a size that

will fi t onto your cardboard base. (You can

choose to round the edges, or leave them

straight.) Stack the papers together and

staple them. Glue the last paper in the stack

to the cardboard, and you’re done!

Here you have a colourful, personalized

desktop organizer that stores pens and

pencils and has a cute notepad for making

notes.

Paper holder:For this you can choose to use a regular

sized cereal box or a pasta box if the cereal

box is too big for your desk.

Cut off the top of the box. Then cut an

opening at the front of the box in the shape

of a fl at bottom ‘V’.

Tear pages out of old magazines and cut

them in diff erent shapes and sizes. Glue the

cut pages to the box haphazardly to create

a colourful collage eff ect.

Now your child has a colourful place to

store loose papers from school!

30

Story by Aprille Thomas

Tear pages out of old

magazines and cut them

in diff erent shapes and

sizes. Glue the cut pages

to the box haphazardly to

create a colourful

collage eff ect.

Tear pages

magazines and

in diff erent sh

sizes. Glue the

to the box haph

create a c

collage eff



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From the age of three months children are accepted into

the Parents Education for Development in Barbados

(PAREDOS) programme. The Bertie Graham Early

Childhood Stimulation Center off ers full nursery and

day care services until children are ready for primary school.

PAREDOS has been in operation for 12 years and word of their

unique programme is spreading. This year they are off ering three

preschool classes to accommodate everyone. A full complement

staff of 17 workers, along with two supervisors, will ensure that your

child is well taken care of as you go back to work.

Director of PAREDOS, Marcia Graham, says that it is common now

for children to come into the programme when they’re just three

months old and stay until four years old.

“Parents and children get accustomed to and are comfortable

with the PAREDOS schedule so they stay until primary school age.”

Marcia added that their unique programme is what she thinks

draws parents to PAREDOS, as well as their track record for success.

“Early stimulation is extremely important.”

“Children who come through our programme are confi dent

and articulate. They are taught feeling words and can

explain what they’re feeling, as well as concepts, which will

give them an easy transition into doing things at school,

like writing.”

Marcia describes PAREDOS as a happy, friendly and stress

free environment. Children are never ‘shushed’, rather, they are

encouraged to communicate. The fl oor is cleaned regularly so

that babies who can’t yet walk, can crawl around, aiding in the

development of their large muscles. Children are introduced to

structure with the PAREDOS routine of assembly, lunch, a teaching

session, and circle time – which is very interactive. Overall, the key

focus at PAREDOS is well-rounded development.

“We have access to the best park in Barbados. Children must go

outside every day and they can climb, jump, hop and skip around to

develop their large muscles.”

This is all part of PAREDOS’ play approach to learning, where

having fun is highly integrated into the learning process.

“We are also focused on sensory development, so we have

activities for their fi ne motor skills like art, painting, crayons, and

sand and water play… We try to keep them happy, yet disciplined.”

Other activities at PAREDOS include language development,

counting and mathematics, science, health, cooking, drama, music

and the teaching of values. They also help the children to understand

the concept of God and His love. An integrated approach is taken

to teaching, where several lessons are taught based on one topic.

At PAREDOS they also make sure that what’s learnt in the

classroom can be applied to external environments. The children

are therefore taken on tours where they can see shapes, colours

and numbers in the real world and parents are always invited to

attend.

“We also bring in resource persons (usually parents) like fi remen,

police and paramedics to teach them about emergencies.”

Parents are kept abreast of their children’s progress and lessons.

“We have an open door policy and we encourage parents to call

and come and ask questions about their children”

Parents benefi t from the PAREDOS environment as well. “We

bring parents together from all cross-sections in our Parent

Teachers’ Association’s activities and they become a family,

supporting each other. They are encouraged to get involved in

our parenting classes and counseling services which are free and

confi dential. Parent education is extremely important, that is why

PAREDOS was birthed.”

An eff ort is also made at PAREDOS to assist parents who might

not be able to aff ord their services, through scholarships.

The teachers are constantly learning as well. Every month at

Paredos there’s a staff meeting which heavily incorporates training

as it relates to child development.

Every July, PAREDOS celebrates the children who are advancing

to primary school with their First Milestone ceremony. “We honour

and highlight the skills and activities of our children. Every child is a

gem and has something interesting to off er.”

ADVERTORIAL

Fun colours and shapes

are helpful in developing fi ne motor

skills.

32


HAPPY CHILDREN ARE HEALTHY CHILDREN

Tel: 427-0212 • Email:[email protected]


parenting today august 2012

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