BASKETBALL

Some basketball fun at the Kozukue community center (3 train stations away from our home). Ethan is the athlete but Nikki is slowly learning to love sports because of Ethan's enthusiasm for physical activities. Hopefully, both of them will find their own individual sport later on. =D

YOUR HOMESCHOOLING PROGRAM

How To Have a Great Homeschool Program
by Dr. Raymond Moore

http://www.homeeducator.com/FamilyTimes/articles/12-2article8.htm

If you are thinking about the possibility of homeschooling, or even if you simply want to explore early childhood to know more about how your child or children develop and learn, you (will do) the right thing by reading School Can Wait. It will help you decide why you want to educate your child or children at home. This becomes your basic philosophy and will help you set appropriate goals, which you hope to accomplish by your decision. You will need to assess the resources, which are available to you and finally you will want to determine the methods you will use, based on your philosophy, goals and resources. We will discuss these further to help you make some very important decisions.

Philosophy: Any teacher certainly needs to know why he is doing what he is doing. And the parent-teacher is no exception. Your philosophy is basic to your commitment and your willingness to follow through. If you decide to teach your children at home because it is popular, or the private school is too expensive, or you don't like the school or the teacher, your commitment is hollow, for the conditions could change.

On the other hand, if (1) you realize that no one understand and loves your children as well as you do, (2) you want to be directly involved in their physical, mental, and emotional growth enough to make a sacrificial commitment, and (3) you realize that warm, responsive parents are master teachers, homeschool is for you!

Several years ago Steven Gray, Ph.D. did a study of homeschools in Southern California in which he asked parents two questions: What were your reasons for deciding to homeschool? And why have you continued to homeschool? For the first question, the attitudes seemed to focus on negative qualities of the schools, such as the values conflict between the home and school; personality changes in their child; dissatisfaction with school quality, in some cases, even safety of their child; children with special needs including readiness; time demands, such as homework and school activities; and academic failure.

The second question brought more positive responses, because of the satisfaction parents found in their decision to homeschool. The most cited reason was the real family unity and improved socialization because of increased communication and interaction at home. they also appreciated flexibility in curriculum, methods, and time constraints. All the negatives about school had been healed, such as restoration of motivation, more positive behavior, academic success and enjoyment of their children. We have heard all these positive responses from families everywhere.

Goals: You may be tempted to think that your purpose for your child is to help him excel academically. After all, isn't that what school is all about? But such goals, though worthy, are relatively unimportant compared to your basic, long-term goals to help your children (1) develop excellent character and a healthy sense of self-worth; (2) develop high moral and behavioral standards; (3) become responsible members of the family and society; and (4) become friendly, sociable, service-oriented individuals. You may also decide you want to avoid early home separation, peer socialization, and the often unhealthy competition of grades, sports, and materialism. These over-all goals should be consistent with your basic philosophy of education.

A lesser set of objectives need to be kept in mind for the mastery of academics - Student Learning Objectives (SLOs). The Moore Formula Manual sets these out in approximate age levels rather than by grades, which do not take into consideration the readiness of the child. The early grades objectives are unfair to many children, especially boys, who do not mature as early as girls. Refer to SLOs, but don't be a slave to them. They are guidelines to the academic goals you want to meet, and they help you determine how well you are progressing. As you review hem periodically, you will be surprised at how much you are accomplishing, and they will keep you aware of some things, which need to be worked on. Break SLOs down into quarterly, monthly, even weekly goals, yet not just to assign certain pages in the textbooks or workbooks so that you can complete them in your school year. Rather these objectives should be much more basic in what you hope your children will accomplish in those time periods.

Resources: Don't worry that you don't have the materials, opportunities, or facilities which the traditional school affords. The home is normally equipped with superior laboratories (the garden, kitchen, garage, or basement) and innumerable real-life experiences. In addition, you have a whole community of learning possibilities, including the store, the bakery, the fire house, etc. and usually parks or woods and the public library. Also you can invest in your own tapes, maps, and books instead of school expenses such as clothes tuition, and other fees.

Make a list of your resources and don't forget the talents and interests of people - your own extended family, neighbors, and friends. Brenda Lewis tells about a retired lawyer friend of her fourteen-year-old would-be-attorney son who asks him dozens of questions. And there's a horticulturist who shares his knowledge while he works with his young apprentice neighbor in his orchard and garden.

Do write out your philosophy, objectives, and resources, with your whole family's help. Don't do it only because it may be required by school officials, but for occasional times when that inevitable question arises: Why am I doing this anyway?

NIKKI'S DRAWINGS

This is Nikki's concept of Spring, Summer, Fall and Winter. =D

He learned this from Blue's Clues: a cash register, a cart, and groceries.

These names are from Little Einstein. He also learned to like classical music because of this show.

Nikki's penmanship has improved a lot. He still needs to practice his lowercase letters though. But my sis thinks his handwriting is a lot better than my brother's. =D

I didn't realize this picture was a bit blurry... This is another drawing from Blue's Clues. Nikki could easily follow Steve's or Joe's directions on how to draw the clues. (A cup, a straw and a cow.)

I think the prints look like bear prints rather than dog prints. =D Also, Nikki put an extra apostrophe. Will have to teach him that later on...

HOW TO READ ALOUD TO YOUR CHILD

When you read aloud to your child, is it a rewarding experience or an exercise in frustration? Here are some ways to help ensure an enjoyable experience for both of you when you read aloud, with children's books that make great read alouds and effective reading aloud techniques.

Difficulty: Easy
Time Required: 20 minutes
Here's How:

1. You don't have to wait for your baby to get to a certain age to begin reading children's books to him. Start now!
2. Continue reading aloud to your child until he is at least 10 years old. Children continue to benefit from listening to others read long after they themselves have learned to read children's books.
3. For young children, children's books with rhyme, rhythm and repetition are excellent. Be sure to read Mother Goose rhymes often.
4. Be consistent about reading aloud to your child. Do it daily and, if possible, about the same time every day. Reading children's books right before bedtime often works well.
5. If you have several small children, you can read to them together. Picture books work well for this.
6. Don't be surprised if your children want to hear a favorite children's book again and again. That's fine. As they get to really know the story well, have them fill in words for you.
7. Try to choose children's books that are above your child's reading level but at the child's interest level.
8. Some children love reading about the same characters. If that's what your child likes, choose several short books in a series or a longer chapter book. Reading a chapter a night works well.
9. Vary the subject matter of what you read as well as the type. In addition to fiction, you might also read poetry, magazine articles and non-fiction.
10. Try to find children's books that match your child's interests. Get suggestions from the children's librarian at your school or public library. Check with a bookseller at your favorite bookstore.
11. If your children are several years apart you will need to read to them individually as they get older to ensure that each children's book you choose is at the appropriate reading and interest level for each child.
12. As your child gets older and gains in reading ability, occasionally pick a book right at her reading level and take turns reading to one another.

Tips:
When reading a chapter of a children's book each night, always review what happened in the previous night's chapter before starting a new chapter.
When you begin reading aloud to a baby, you will only be able to keep your baby's attention for a few minutes. That's to be expected.
As children mature, so do their attention spans.

What You Need:
children's books
time
enthusiasm

http://childrensbooks.about.com/cs/readalouds/ht/readaloud.htm

TEAR-JERKER

This is a really lovely letter. I hope someday my kids will be like this too...


My Helper

One night, we were getting ready for our evening routine. The kids were in bed, and I was getting ready to read from our nighttime book. My 3 year old daughter Gina started to grumble, "I want to read something different tonight."

Then my 5 year old son Mikey chimed in, "Mommy, I know what to read, I'll go get it!"
"Okay", I said. I wanted to see what he had in mind.

So he ran out to where we keep all our homeschooling books. A few moments later MIkey came running in and jumped into bed. He brought a counting book.

He blurted out, "Mommy, I want to teach Gina counting, she always gets it wrong."
"Okay you can.", I said. Without a blink they jumped into bed together and snuggled up. Then I began to witness one of the most joyous moments of my life.

I watched as my 5 year old son began reading to his little sister and proceeded to teach her how to count. "Now Gina, do you see this, that's a...", he began.

I almost started to cry right there on the spot. I had to fight hard to keep from crying. I knew it would really confuse them. So I just sat quietly and soaked up the moment.

It reminded me of one of the most important reasons I homeschool. It's not just me teaching my child. It's all about the bonding and family. When one child teaches another, their knowledge deepens, and thier love grows, and I cry some more!

-J.N-

PAPER CHAINS

Another fun activity...

"first I get a strip of paper then loop it."

"okay, now I put the sticky tape."

"all done, mommy!"

UNDERSTANDING THE TODDLER

Learning All the Time
A peek inside the toddler mind
By Holly Bennett

What is toddler learning? Is it chanting one to 10, or memorizing the letters for cat and dog?

That kind of learning is not high on a toddler’s list of priorities, says Christine Cadieux, a professor in the department of early childhood education at Centennial College in Toronto. “Young toddlers are in what’s known as the sensory-motor stage. They learn through their senses, and by moving around. It’s all about exploration.” Starting at about age two, children enter the pre-operational stage and begin to add pretend play to their activities.

And what are they learning? Cadieux points to some specifics: “The toddler in the sandbox is learning about gravity. What he pours goes down. He’s learning what fits in different size containers, about measurements, about properties — if he adds water to sand, it acts differently than dry sand. He’s learning cause and effect: What happens if I do this?”

In fact, toddlers are busy developing a basic understanding of what things and people are, how they act and how to interact with them. That’s the essential ground on which their further learning is built. So toddlers need to literally get their hands on the world. We can help by:

• giving them lots of interesting, safe objects and environments to explore, dress-up clothes and realistic toys such as telephones or play stoves for pretend play
• including them in our own everyday activities such as shovelling snow or setting the table
• providing opportunities for them to learn about whatever captivates them at the moment, whether that’s cars, animals or vacuum cleaners
• talking to them about what they — and we — are doing
• cuddling up to read together


Hands-on experience

That’s not only a rich environment for all kinds of valuable learning right now, but also important preparation for later academic learning.

Because toddlers are not yet symbolic thinkers, they can’t really understand what letters and numbers are. They may learn a counting song, and even enjoy it, but from a math point of view, “it doesn’t really mean anything,” says Cadieux. But if a child has hands-on experience with, say, sorting rocks and socks, watching his dad cut a pie into eight slices or giving two crackers to each person at playgroup, then when he does start learning math he will be well equipped to understand what numbers actually represent.

Play teaches other lifelong skills too: problem solving, self-direction, creative thinking and, as soon as another person joins in the play, social skills. Oh, and one more not to be underestimated: the ability to have fun!


Learning stages

Annika, 18 months
Stage: sensory-motor
What she loves: exploring the great outdoors. “She loves to pick up stones, dandelions, sticks, and put them in her pocket or throw them,” says mom Astrid Van Den Broek. “She gets in the sandbox and runs her hands through the sand, tries to pick it up, digs at it with a shovel, lies in it, even tries to eat it.”
What she’s learning: fine- and gross-motor skills (picking up, manipulating tools, throwing), textures, gravity, cause and effect. “Maybe even her own power to change things,” speculates Van Den Broek.

Giselle, 16 months
Stage: sensory-motor
What she loves: filling and dumping “She does a lot of playing with the cups in her bath,” says her mom, Karen Gow. “She pulls out all the plastic bowls and cups from the cupboard, then puts them back in. She moves Cheerios from one bowl to another. Anything in a bag or box, she likes to unload, then fill back up again.”
What she’s learning: Gravity, volume, mass (the water fits in one cup, but not in the other), object permanence, fine-motor skills, early numeracy (the Cheerios), tidy-up skills

Daniel, 2
Stage: pre-operational
What he loves: helping in the kitchen “He stands on a chair beside me at the counter and helps mix the ingredients for muffins, or watches me cut vegetables. His favourite is adding coloured icing and sprinkles to cupcakes,” says mom Fina Scroppo.
What he’s learning: fine-motor skills, measuring, changing properties (dry ingredients to batter), safety and hygiene rules, healthy food attitudes

Reilly, 2½
Stage: pre-operational
What she loves: playing with her Little People Zoo. “Reilly loves animals,” Sharon Hanley-Smith explains. “She has more than 50 little animals. She plays animal rescue with her zoo set. She tells me one is stuck or lost, then she brings him back to the zoo and reunites him with his family.”
What she’s learning: When it comes to animals, Reilly is an information sponge! She knows the names of all the animals she has, from iguana to yak — and the sounds they make. She’s learning about habitats — that bighorn sheep live in the mountains, and hippos and crocodiles live near water.

MORE FUNNY FACES

More of Ethan's funny faces. I love that he enjoys drawing so much. =D

SUMMER FUN

I plan to keep the boys busy this summer to make up for the 6 months we were here and dwindling in their lessons. I did a bit of research and saw this article from a mom. Of course, not all the suggestions are applicable to Nikki's age, but I know we could come up with other fun ideas. I think all the summer plans mentioned below are great and I can't wait to try these out with the boys! =D

.....

El Cheapo Summer
Dateline: 7/18/00
By Annette Berlin and Ann Zeise

No money for camp? Not a penny for vacation? How will you and the kids ever survive the summer?

Very well actually, if you're willing to get creative. You can treat your kids to a fun, educational and el cheapo summer if you learn to look first at the resources you already have access to before taking out your checkbook.

Start with your library. Libraries often have wonderful music, nature and reading programs running from June through August. Most of the programs are free but they do require you to reserve a place ahead of time, so call early to avoid a last minute disappointment.

Next, work your way over to the new book section. Harry Potter is on every library's most wanted list but maybe you'll be lucky enough to be the next to find a copy. If not, dig into some good mysteries, historical fiction and how-to books instead.

Then, see what's available in the crafts section. Our local library has half a dozen books on making "treasure from trash." Also search for titles on dough crafts, paper crafts and scrap fabric crafts.

Before you leave, be sure to read the "what's happening" section of your local newspaper. Most big cities have free outdoor concerts, puppet shows and art fairs throughout the summer months. See what's in your neck of the woods.

Here are some of the projects our family came up with to while away the summer. Use them as a starting point for your own creative ideas:

Ideas
Keep a nature journal of your own backyard
Write to an email pen pal
Make nature crafts - painted rock, wreathes, dried flowers
Design a quiz-type game show on history
Study cartooning
Build from cardboard
Cook an authentic Chinese dinner
Keep a diary
Create a historically accurate diorama from scrap materials
Read, read, read
Arrange a neighborhood yard sale
Get a job walking dogs, cleaning or doing errands for a neighbor
Make a food pyramid from old magazines
Learn to comparison shop for groceries
Plant a vegetable garden
Draw original mazes
Create a birthday card
Design a web page
Make a quilt from recycled materials
Volunteer at the library
Invent something
Observe your pet and record your findings
Grow an indoor terrarium
Learn origami
Learn a foreign language
Build with scrap materials
Make your own holiday presents
Compose new, science-based lyrics for popular tunes
Participate in online projects
Write a script for a puppet show
Learn to use a word processor
Attend local museums on free days
Learn to sew
Design a variation on the game checkers
Borrow educational videos off the internet
Participate in a nature scavenger hunt
Learn to paint with watercolors
Practice cake decorating
Obedience train your dog
Create paper mache bowls from old newspapers
Make handmade paper
Buy and learn to play the recorder or harmonica
Enter all kinds of contests
Solve word problems
Make and observe a bird feeder
Play scrabble and other board games
Do low cost science projects

By Annette Berlin
Homeschooling Journey

MAKING A SNOWMAN

Yesterday we found this page on a magazine where you use some cut-outs to make a face for a snowman. So, I cut the oranges and coals (for eyes), the carrot and eggplant (for the nose) and the leaf and banana (for the mouth).

Nikki wanted to do it so I just gave him all the cut-outs and readied the camera to take a photo of what he'll come up with. As usual, he used the "obvious" choices for the face (oranges, carrot and banana). When I told him to make use of the other cut-outs, he decided to use the coals for buttons and then put the eggplant on the snowman's hand and the leaf on the snowman's bucket hat. It wasa nice picture and Nikki was proud of his work.

Ethan was watching close by and he wanted to try it too. So, I let him. Ethan's was more creative, I suppose. He used a coal for the nose and a carrot for a button and then he placed the eggplant and the leaf on each of the snowman's mittens. That really freaked Nikki out and he wanted to "fix" Ethan's work. It took all of my strength to hold him back just so Ethan could have a go at the activity. They were really funny and really, in this simple activity you could see how different Nikki and Ethan are as individuals. I had as much fun watching them as they were doing the activity. =D

.....

"I want this carrot for the nose..."

"Almost done..."

"Look mommy! My snowman has a face!"

Ethan gives it a try.

Ethan's work. A very unique snowman with non-matching buttons. =D

SPIDERS

Ethan drew this. He loves bugs: spiders, ants, ladybugs, beetles. I showed this photo to my brother and he said it looked like a tick! Hahaha! But I think Ethan's spiders are so cute! Cute and chubby! =D

WORRIES

I am kind of worried that because of the limited resources here in Japan, Nikki and Ethan have been lagging behind in their lessons. We have stayed here for 6 months and I think that because most of their learning materials are in Manila, their learning was somehow hindered. But of course, when I read some messages from other homeschooling moms about taking it easy, about going with the flow and child readiness, I have to force myself to take a step back, breathe slowly and not to panic about pushing the boys too far. I know sometimes, I want the boys to excel in many subjects (sooo many people are pressuring me to send them to school!!!) but of course, I have to remind myself that I'm doing more harm than good that way. So, for now, this will be like a vacation for them. Oh yes, they are still learning some lessons now and then, but once we get back home, we will be more focused and they will have their fun learning materials again. Can't wait. =D

HEART-HEALTHY FUN

I think this will be nice activities for the boys. In Zamboanga, I'm sure we will have room for all of these. I just hope the boys are up for it. =D

.....

http://parenting.ivillage.com/familytime/calendar/frame

• Have a little heart-healthy fun during February -- American Heart Month. Here are some modified track-and-field activities that will give kids of all ages a fun workout. For these family-friendly activities, find a local school or park with a track. The softer, smoother surface is a treat for feet accustomed to hard pavement.Start with warm-up stretching, then a basic foot race. If young are racing against old, give shorter legs a head start by letting kids start several yards ahead of a grown-up. But don't be fooled -- some kids can jet past their parents with no problem!
  
• Challenge each other to trot around the entire track backwards. Try a skipping race or a hopping race.
  
• Bring along some cardboard tubes to serve as batons. Have a relay among family members by placing runners at points all around the track. One person starts running with the baton. When the second runner, who is waiting, sees the first approaching, she starts to run and extends her hand backward to accept the baton as the first runner passes. This doesn't have to be a race; just try to get the baton all the way around the track!
  
• Is there a stadium next to the track? Try jogging up and down the stairs for an energetic workout.In track lingo, hurdling is jumping over obstacles. You don't need hurdles around the track to practice jumping. Just hurdle over the lines that are spread around the track!
  
• Use a Frisbee as a discus. For a "shot put" event, pack a tennis ball.

PLANETS

Ethan loves and knows the planets of the solar system. =D

Ethan studies Uranus, the planet that spins on its side.

MANNERS

I think it is important to teach kids early on about manners. Nikki already knows his "please", "thank you", "sorry" and "excuse me". Sometimes he forgets but it's understandable. I know he'll get used to saying it properly eventually. Ethan is okay with his "thank you" and "sorry" but still has to practice his "please" and "excuse me". He still babbles a lot but you could hear words here and there. (Sometimes I think he has his own language and I'm the only interpreter in the world.) =D

.....

Learning Basic Social Skills How to encourage your toddler to be nice
By Linda Formichelli

Though your toddler mostly seems interested in what you can do for her — like refilling her sippy cup right this second — a recent study showed that kids as young as 18 months do recognize and care about other people. To encourage her:

Be proud of your own selflessness.
Talk about your good deeds so your child understands what you're doing and why. For instance, explain to her, "I'm going to let this man go ahead of us in line because he's in a rush and we aren't."

Nurture your child's nice instincts.
When she does something kind for another person, give her a great big thanks. A little recognition will encourage her to keep it up, and eventually she'll enjoy doing good without expecting anything in return.

Let it go.
It's okay if she doesn't want to share her favorite toy with a new child at the playground. No toddler can be selfless all the time, and in some situations, pushing her will only make her push back harder.

Parenting, March 2007

FACES

Ethan made these faces. I think he got bored after making the second face so he just doodled after that. The last face looks the funniest to me. =D

FEBRUARY 14 RECAP

• reviewed the planets
• watched Blue's Clues Love Day episode
• drew and colored
• played on the computer
• read books
• reviewed opposites

CHORES FOR THE LITTLE ONE

Ethan is undoubtedly my little helper when it comes to chores. He really loves to (pretend) iron the clothes, to help me put the clothespins on the laundry for drying, and most especially he loves to vaccum with me. Lately, he wants to help me with washing the dishes but he's a bit too little to reach the sink. We don't have a stool here so I suppose we could postpone that when we get back home. At least at home, he could make a mess without worries.

.....

http://www.parenting.com/parenting/child/article/0,19840,1575938,00.html?age=12029


Toddler-Friendly Chores What your little can and can't do around the house
By Elizabeth Rusch

Cleaning up toys
What he can do: Pick them up off the floor and sort them into buckets or onto a low shelf
What he can't: Stay focused enough to tackle a huge mess
How to help: Establish a place for every toy; clean up one mess before making another

Putting away clothes
What he can do: Hang his jacket on a hook; place shoes in a closet; toss dirty things into a basket
What he can't: Tell the difference between clean and dirty clothes
How to help: Hang low hooks near the entry; place a hamper near his room or bathroom; add "put clothes away" to your coming-home and bedtime routines

Setting the table
What he can do: Place napkins, forks, spoons, and plastic cups (maybe plates)
What he can't: Carry sharp knives; be responsible for your best china
How to help: Lay out one place setting as a model; work on plates one day, napkins the next

Dusting
What he can do: Wipe a cloth on a surface right in front of him
What he can't: Thoroughly clean large surfaces; dig into corners; move objects to dust
How to help: Fill a clean spray bottle with water; closely supervise spraying; suggest he move down the table when one spot is done

Sweeping
What he can do: Imitate your motions with a broom; push dirt around
What he can't: Actually gather dust into a pile
How to help: Offer a kid-size broom and dustpan; hold the dustpan while he sweeps

FAUCET

"look mommy, i made a faucet."

nikki used his connecting tubes and a top to make this. i think it was very creative. =D

ENGAGING MINDS

This is an interesting - and very helpful - letter from a parent...


Engage Their Minds, And They Will Learn

Get the children involved.Do a unit study that they get to choose an example is one child may pick Jaguars to study, another Flowers. Take them to the library and pick out the books they want to read on the subject. Let them pick out a paragraph they liked in a book and use it for copywork, grammar lesson, dictation and spelling/vocabulary list. Make math word problems out of the subject too. Let the kids use their imaginations and let them help plan with you. Make it easier on yourself and let them have fun learning in the process.

D. MCGlamery

FEBRUARY 13 RECAP

• nursery rhymes
• reviewed the seasons
• read books
• watched Blue's Clues Classic Clues

ETHAN

Ethan loves to draw and color. He's still not too good with dot-to-dot activities but we'll get there eventually. =D

SPORTSMANSHIP

I noticed that when playing air hockey or when competing in a Mario Bros. game, Nikki gets easily frustrated when he does not win. He would sometimes wail, complain, cry, hit the Nintendo, or even hit the person closest to him to express his frustration. In other words, Nikki is a sore loser. This is bothering me. I know he is still not ready to cope with losing. He wants to always win. He has high standards for himself. I don't want him to think that winning is always best. I tell him again and again, "Nikki, it's okay to lose. It's better to have fun and not to just win." I remind him that sometimes he will win some games and sometimes he will lose some and that's okay. Of course, it's still not easy for him, but I hope that with continued reminders, he will understand that we love him still whether or not he he wins a game.

.....

http://life.familyeducation.com/sports/parenting/36484.html?detoured=1

Teaching Good Sportsmanship

Tips for Parents
"You don't win silver. You lose gold." That's the sour message of a sneaker advertisement that aired on TV during the Atlanta Olympics.

Such omnipresent multimedia messages combined with a "winning is everything" philosophy embraced by increasing numbers of parents and coaches - makes it harder than ever for adults to teach kids that it's not whether you win or lose, but how you play the game that's important.
It's not surprising that the rise in bad sportsmanship -- and outrageous behavior in professional sports has resulted in a parallel increase of poor sportsmanship (e.g., trash-talking, violence) in youth sports. Regardless of whether we caution our kids to NOT idolize professional athletes who behave badly, kids will continue to be influenced by the behavior of the pros.

How can you instill in your child the importance of good sportsmanship and offset the "win at all costs" philosophy? Both parents and coaches can start by focusing on these issues:

Be Your Child's Role Model. Offer praise and encouraging words for all athletes, including your child's opponents. Never openly berate, tease, or demean any child athlete, coach, or referee while attending a sporting event. When attending athletic events or watching them on TV with your child, refrain from criticizing or condemning athletes' performances.
During the Olympics, what messages are you sending your child if you honor only athletes from the United States, while rooting against athletes from all other countries? Let your child see you enjoy the sports and athletic activities that you play, modeling the philosophy that you don't always need to win or be the best to enjoy playing sports.

Do You Have A Hidden Agenda? Be honest with yourself about why you want your child to play organized sports. What do you want her to gain from the experience? Are your intentions based on providing her with pleasurable, social activities that develop a better sense of self-worth, skills, and sportsmanship? Or do you harbor dreams of her turning her topspin forehand into a collegiate scholarship, or riches and fame? A child's participation in sports and the importance attached to it should not be driven by a parent's desire to use her child's sports accomplishments for ulterior purposes.

You Set the Rules. It's ultimately your responsibility to teach your children good sportsmanship, both as a participant and as a spectator. If you observe your child engaged in poor sportsmanship, regardless of whether his coach corrects him or not, you must discuss your child's misbehavior and insensitivity with him after the game. If a coach is ignoring, allowing, or encouraging poor sportsmanship, you need to make your objections known to the coach in a private discussion.

Watching and Learning. Whether you're watching the Olympics on TV or attending a high-school sporting event, you can always find "teachable moments" regarding sportsmanship. Ask your child her opinions of: players who showboat and taunt their opponents; the costs to the team of a technical foul, or being ejected from a game for unsportsman-like conduct; and the appropriate behavior of opposing players toward one another after a game. During these "teachable moments" ask her open-ended questions and listen more than you talk or lecture.

Tips for Coaches
Coaches nurture good sportsmanship. They should embody parents' values regarding good sportsmanship. A coach must model good sportsmanship at every level and make it a core goal of his work with kids.

I recommend that every youth sports coach engage his players in a detailed discussion of good sportsmanship as soon as he forms his team. A written contract, perhaps titled The Good Sportsmanship Code, should be given to every child and his parent to sign. The contract should spell out what the coach expects from each player in terms of good sportsmanship, including the following areas:

Cheating
Losing one's temper
Negative criticism of teammates, coaches, referees, and opposing players
Blaming teammates for mistakes or a poor team performance
"Trash talk" and taunting opponents
Showboating
Arguing referees' calls and judgments
The need to congratulate one's opponents after a game

Coaching children is an honor and a privilege that carries with it a moral responsibility to contribute to the healthy character development of young players. Coaches who equate "trying your best" as the definition of success -- and who value, expect, and demand good sportsmanship from their players -- help shape the moral, ethical, and spiritual character of children.

Communicate often with your child's coach to make sure he takes this responsibility seriously.

PUZZLES

Ethan has just discovered the fun of putting puzzle pieces together. When he was younger, he would get frustrated when the pieces wouldn't fit and would ask us to help him a lot. But now, he enjoys doing it on his own. He would try again and again until he completes the puzzle. Of course, the applause and kisses he gets in the end are reward enough for him. =D

PERSONAL PASSIONS

I love it when the boys get so passionate about certain things. When Nikki was 3 years old, he loved learning about the planets on his own. He read and reread his books, he asked about them, he enjoyed drawing them... Right now, Nikki loves computers. He loves those online games. I think it's because of the variety of games he could choose from. His favorite sites are nickjr.com, uptoten.com and the playhouse disney website. He really has learned a lot from those sites. I am happy that he is learning and having fun at the same time. Ethan on the other hand is discovering his passion for books. Even if it's Nikki's workbook, a magazine or a brochure, he loves to identify pictures or ask what the names of some pictures are. He still can't read, but I'm sure he'll get there when he's ready.

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Why Your Child is So Passionate

As your preschooler's personality blossoms and she's better able to articulate her likes and dislikes, don't be surprised if she develops an all-consuming passion. In this era of mass-marketed TV shows and toys, your child is likely to latch on to a particular character, such as Barney, Blue, Elmo, or Winnie-the-Pooh, but he may also become obsessed with something more generic, like dinosaurs or trains. Although it may be exasperating when your child begs you to buy yet another Barbie or to get him the Rugrats Kids Meal, experts insist that preschool passions have a positive impact on kids.

Three- and 4-year-olds are becoming increasingly independent, and they feel the need to establish their iden-tity, according to Stephanie Pratola, Ph.D., a clinical psychologist in Salem, Virginia. Whereas toddlers think that everything belongs to them, pre-schoolers have a clearer understanding of ownership, and they identify with their possessions. Obsessions -- and the purchases that come with them -- are a way for them to stake out some part of the world and say, "This is mine," Dr. Pratola says. Children this age are also very focused on the difference between good and evil (and are struggling to overcome their own impulses to do naughty things), so they're eager to associate themselves with "good" characters.

Preschoolers are expected to follow the rules and listen to grown-ups, which can make them feel relatively powerless, notes Claire B. Kopp, Ph.D., a developmental psychologist at the UCLA School of Public Health and author of Baby Steps: The "Whys" of Your Child's Development in the First Two Years (W.H. Friedman, 1993). "Kids want adventure and security at the same time," Dr. Kopp says. Pretending to be a brave superhero can help children imagine what scary experiences are like and make them feel more comfortable trying new things. Some children identify with characters who are just like them -- small, young, and inexperienced -- such as Elmo or the Rugrats. Other preschoolers might like to imagine themselves as older and get a vicarious thrill by dressing up as Barbie.

But children aren't just obsessed with these characters; they love them. Chances are, you've already had to turn your house upside down to find a lost treasured friend. Kate Bundy, 3, is in love with Blue, says her mother, Cheryl, of New York City. "In Sunday school, Kate was asked what she was thankful for, and she said, 'I'm thankful for Blue and Steve.'"

"A well-worn Blue or Barney doll is a transitional object, just like a blanket, that a child carries from one part of his life to another to help him feel more comfortable," explains Kyle Pruett, M.D., a clinical professor of psychiatry at Yale University School of Medicine and a Parents adviser. Similarly, a child like Dylan Fiedler insists on wearing Batman clothing because doing so makes him feel safe and in control. "It's no different from wearing your favorite shirt to an important job interview," Dr. Pruett says. "Kids give these objects their magical powers to comfort and soothe."

As the makers of educational toys know, the passion that pre-schoolers have for these characters can also enhance learning. "Kate has learned so much from Blue's Clues, even though she doesn't watch the show on TV," Bundy says. "We have six or seven of the videos, and one of them has a song about the planets. She learned it pretty quickly, and now whenever we go to the planetarium, she sings it to help her identify them."

MAKING SHAPES

One more fun activity the boys love doing back home...









look what i made, mommy!





















see? this one is a small green square

AGE GUIDE

I really don't want to depend on age guides because I think it could be limiting and could put unnecessary pressure on me and the boys but sometimes it helps with choosing what activities to do with the boys, on how they perceive things and on how we could maximize our days and weeks. I will edit this list from time to time when I find other likely addition to the guide.

.....

http://www.letshomeschool.com/preschool.htm

AGE 3:
Personally, I think that three is a much more trying time than two. The joys are greater but so are the trials. Such is life. All of my three year olds have been "testing limits". This is a time of laying the ground work for years to come. Not a responsibility to take lightly. They are so intelligent at this age.
The three year old takes off physically by using pedals on a tricycle, standing on one foot or even hopping. This age group feeds themselves very well, puts on their own clothing (including buttons)! Three year olds "enjoy" having a body and love to be physical whether in affection or in play. Most will even enjoy using their bodies during a tantrum.
Three year olds are usually very easy going and don't mind change. They enjoy having friends to play with and thrive in brief group activities. Three year olds love to be "helpers" and take verbal instruction well.
A three year old should be able to tell you simple stories and communicate their needs. Most children love music at this age and will even start quoting you nursery rhymes. They have a great memory and can sing whole songs by themselves or tell whole stories out of short books (word for word).

AGE 4:
A four year old is usually capable of using scissors, skipping or hopping on one foot, drawing a person and has a lot of physical energy. These children are very willing to try new things. This is a great time to expose children to gymnastics and other sports.
The four year old is sure of themselves and will often try things they know to be wrong just to get an adults attention. Loves to play with friends and likes short games.
The four year old communicates very well and uses complete sentences. You may find that you are being "interrogated" because of so many questions but this is completely normal. Four year olds love to use their imagination, love to draw and are very creative. The four year old needs many opportunities to use and develop this creativity.

AGE 5:
The five year old has really come a long way physically. They are hopping, skipping, balancing, skating, riding scooters and other simple devices. The five year old should be able to learn how to tie their shoes. Conquering such tasks as tying shoes is a huge ego boost for the five year old child.
A healthy five year old is well-adjusted, loves to be at home, loves their mother, and can handle being reprimanded within reason (can take criticism). Five year old children need and thrive with rules. They rely on rules to know where they stand, rules are predictable.
Five year olds are very friendly and love to play with others. They enjoy all games and learning new things. Five year old children become aware (take pride in their appearance) of how they look. This is a great time to teach about hygiene and personal care. The five year old wants to have responsibility.
Five year olds should be talking your ear off. They should inquire what words mean, they should know all of their colors by now and should know reality from fiction. These children are very interested in the world around them. They need to talk about their environment in order to understand the world around them.

LEARNING TO BE A CHILD

I know, sometimes, I can be guilty of making Nikki and Ethan do something they are not even interested in just so I could find comfort in the thought that they did this certain activity or that they tackled it even once. I know, bad mommy. So, now, I try to ask them first what they want to do, if they are interested in the activity or subject, if they are in the mood for it. I do my best to simply "go with the flow". It's hard because I get pressured from family members (How is Nikki doing? Does Ethan talk already? Can Nikki recite the ___? How are Ethan's writing skills?) So for now, I will follow my boys' lead and take it from there...

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What should a 4 year old know?
http://www.magicalchildhood.com/articles/4yo.htm

I was on a parenting bulletin board recently and read a post by a mother who was worried that her 4 1/2 year old did not know enough. "What should a 4 year old know?" she asked.

Most of the answers left me not only saddened but pretty soundly annoyed. One mom posted a laundry list of all of the things her son knew. Counting to 100, planets, how to write his first and last name, and on and on. Others chimed in with how much more their children already knew, some who were only 3. A few posted URL's to lists of what each age should know. The fewest yet said that each child develops at his own pace and not to worry.

It bothered me greatly to see these mothers responding to a worried mom by adding to her concern, with lists of all the things their children could do that hers couldn't. We are such a competitive culture that even our preschoolers have become trophies and bragging rights.

Childhood shouldn't be a race.

So here, I offer my list of what a 4 year old should know.

1. She should know that she is loved wholly and unconditionally, all of the time.

2. He should know that he is safe and he should know how to keep himself safe in public, with others, and in varied situations. He should know that he can trust his instincts about people and that he never has to do something that doesn't feel right, no matter who is asking. He should know his personal rights and that his family will back them up.

3. She should know how to laugh, act silly, be goofy and use her imagination. She should know that it is always okay to paint the sky orange and give cats 6 legs.

4. He should know his own interests and be encouraged to follow them. If he could care less about learning his numbers, his parents should realize he'll learn them accidentally soon enough and let him immerse himself instead in rocket ships, drawing, dinosaurs or playing in the mud.

5. She should know that the world is magical and that so is she. She should know that she's wonderful, brilliant, creative, compassionate and marvelous. She should know that it's just as worthy to spend the day outside making daisy chains, mud pies and fairy houses as it is to practice phonics. Scratch that-- way more worthy.

But more important, here's what parents need to know.

1. That every child learns to walk, talk, read and do algebra at his own pace and that it will have no bearing on how well he walks, talks, reads or does algebra.

2. That the single biggest predictor of high academic achievement and high ACT scores is reading to children. Not flash cards, not workbooks, not fancy preschools, not blinking toys or computers, but mom or dad taking the time every day or night (or both!) to sit and read them wonderful books.

3. That being the smartest or most accomplished kid in class has never had any bearing on being the happiest. We are so caught up in trying to give our children "advantages" that we're giving them lives as multi-tasked and stressful as ours. One of the biggest advantages we can give our children is a simple, carefree childhood.

4. That our children deserve to be surrounded by books, nature, art supplies and the freedom to explore them. Most of us could get rid of 90% of our children's toys and they wouldn't be missed, but some things are important-- building toys like legos and blocks, creative toys like all types of art materials (good stuff), musical instruments (real ones and multicultural ones), dress up clothes and books, books, books. (Incidentally, much of this can be picked up quite cheaply at thrift shops.) They need to have the freedom to explore with these things too-- to play with scoops of dried beans in the high chair (supervised, of course), to knead bread and make messes, to use paint and play dough and glitter at the kitchen table while we make supper even though it gets everywhere, to have a spot in the yard where it's absolutely fine to dig up all the grass and make a mud pit.

5. That our children need more of us. We have become so good at saying that we need to take care of ourselves that some of us have used it as an excuse to have the rest of the world take care of our kids. Yes, we all need undisturbed baths, time with friends, sanity breaks and an occasional life outside of parenthood. But we live in a time when parenting magazines recommend trying to commit to 10 minutes a day with each child and scheduling one Saturday a month as family day. That's not okay! Our children don't need Nintendos, computers, after school activities, ballet lessons, play groups and soccer practice nearly as much as they need US.

They need fathers who sit and listen to their days, mothers who join in and make crafts with them, parents who take the time to read them stories and act like idiots with them. They need us to take walks with them and not mind the .1 MPH pace of a toddler on a spring night. They deserve to help us make supper even though it takes twice as long and makes it twice as much work. They deserve to know that they're a priority for us and that we truly love to be with them

And now back to those 4 year old skills lists.....

I know it's human nature to want to know how our children compare to others and to want to make sure we're doing all we can for them. Here is a list of what children are typically taught or should know by the end of each year of school, starting with preschool:
http://www2.worldbook.com/wc/browse?id=pa/tcs

Since we homeschool, I occasionally print out the lists and check to see if there's anything glaringly absent in what my kids know. So far there hasn't been, but I get ideas sometimes for subjects to think up games about or books to check out from the library. Whether you homeschool or not, the lists can be useful to see what kids typically learn each year and can be reassuring that they really are doing fine.

If there are areas where it seems your child is lacking, realize that it's not an indication of failure for either you or your child. You just haven't happened to cover that. Kids will learn whatever they're exposed to, and the idea that they all need to know these 15 things at this precise age is rather silly. Still, if you want him to have those subjects covered then just work it into life and play with the subject and he'll naturally pick it up. Count to 60 when you're mixing a cake and he'll pick up his numbers. Get fun books from the library about space or the alphabet. Experiment with everything from backyard snow to celery stalks in food coloring. It'll all happen naturally, with much more fun and much less pressure.

My favorite advice about preschoolers is on this site though:
http://www.redshift.com/~bonajo/early.htm

What does a 4 year old need? Much less than we realize, and much more.

AIR HOCKEY

I bought Nikki and Ethan a small air hockey toy a few weeks ago. I found it in a secondhand store and I was a bit apprehensive at first that it might be damaged (I could not read nihongo nor could I ask the salesperson because I don't speak it either). Good thing it still worked perfectly and the boys just love to play it now and then. I like playing it too because it is just so much fun! =D

I'll get you, mommy!

hmmm... mommy, shouldn't you be holding that blue thing?

i win again, mommy! =D

BREATH OF FRESH AIR

After I read this letter from Cathi, I suddenly felt relieved. Sometimes, when a day is about to end, I panic and think, "What did the boys do today? Did they do something educational? Did I just let them laze the day away? Should I have let them do more activities?" I know, I can get really crazy with things like this. Sometimes, I wonder if I'm doing the right thing. But after reading this letter, I know I'm on the right track. My boys are healthy, happy and eager to learn. They love to read, they love to learn new things and they are full of energy and life. What more could I ask for at this time in their lives?

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First Things First
Posted by Cathi in HI

You asked, "shouldn't I be doing more to prepare my 4-year-old for school?" What you are doing now is much more important than any academic curriculum. Please relax and know that you are laying the foundation for many years of enjoyable and successful home schooling by concentrating on character, discipline, and order during these early years. If you wait two years to begin any formal education and just work on developing obedient, cheerful children and a spirit of cooperation in the family, you will be light years ahead of the family who begins academics at age 4 but has little control over the children.

Rest in the season in which God has placed you. Do all the research necessary for you to make good decisions about academics, but please don't "jump the gun" and shortchange the current season.http://www.redshift.com/~bonajo/early.htm#readiness

WATERING THE PLANTS

This is another fun activity for the boys back home. I'm thinking of getting them 2 more watering cans for when we go to Zamboanga because my mom has a bigger garden. They will have loads of fun watering the plants there. =D

SLIME

I found this slime recipe in another homeschool blog. I decided to copy it so when we get back home, we could make this as an activity for the boys. If I write this on a piece of paper, I would likely forget about it. So, it's definitely safer here. =)

The boys usually like things like this as it fascinates them a lot. Hopefully, this will spark their interest in science.


SLIME/GOO

225 ml PVA glue
1 tsp. borax

Mix glue with equal amount of warm water. Add some food coloring. Mix 1 tsp. borax and 125 ml. of warm water. Add to the glue mixture and mix together.

FEBRUARY 7 RECAP

• watched Magic English - animals
• riddles
• consonant blends - bl, cl, pl, gl, fl, sl,

ARTWORKS

ANGER AND FRUSTRATION

Sometimes, when we can't understand what Ethan is trying to say or when he's cranky and irritable (like when he's sleepy or hungry), he sometimes hits us. We of course, scold him and tell him not to do that in a stern voice and we could see in his face that he's guilty and sorry. But I understand his reason for striking. Ethan is 3 years old and has limited vocabulary. Unlike Nikki who can express himself well now, Ethan is still struggling with words and when we don't understand him, he gets really frustrated and one way of expressing his irritation is by hitting or wailing. So, what I try to do is calm him down and try to figure out what he wants. Once I understand him, I could immediately see that he loses his frustration and switches back to happy mode. So sometimes, I simply hold his hand when he's about to strike and ask him what he wants. Usually, it's just attention, sometimes, it's a toy or he wants his bottle. I know he's still to young to curb his anger because that's the only way he could express it. So, until he could actually say, "Mommy, I'm mad", then it will be difficult to explain to Ethan how to properly deal with his anger. For the meantime, I will have to watch his hitting but I am sure in a few months, he'll get over it once he starts talking non-stop.

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Why Some Kids Lash Out, and What to Do About It
By Lisa Kosan

At a birthday party this past spring, 3-year-old Nora tried to push her cousin Jack off the backyard swing set.

"Maybe she was upset because it was her sister's birthday party and she wasn't getting enough attention," says Nora's mom, an embarrassed Carolyn Devitt. "When Jack and I walked over to talk to her, she looked very guilty and started crying. Then she said she was sorry."

Like other children angered over a situation that didn't go their way, Nora turned her frustration into a shove. Just like yelling, stomping feet or grabbing toys, hitting or shoving other kids or caregivers generally isn't the result of rational or deliberate thinking. (What's rational at this age anyway?) Tiny fingers might curl into a fist if a game is lost, if cookies aren't shared or if bedtime seems to come too soon. Sometimes a child will become aggressive if he or she didn't get a good breakfast, is tired or isn't feeling well. Just as it is with adults, when kids are irritable it's harder for them to control themselves.

"To be human is to occasionally become angry and frustrated," says W. George Scarlett, Ph.D., the author of numerous books on child play and problem behavior and an assistant professor of child development at Tufts University. "To develop into maturity is to learn good ways to deal with one's anger and frustrations. But none of us does that on our own."

Children may hit if they've seen someone else get away with it or if they have a very low impulse control, says education consultant Michele Borba, Ed.D., author of No More Misbehavin'. "Some little critters just don't have that inner regulatory system yet," she says. "They will continue to hit if you don't stop it. We forget that aggression can very easily become a habit, just like whining and talking back."

Some kids can walk away from a negative situation; others are more prone to fighting, says Mary Laschi, a veteran teacher who for the last decade has worked in the classroom and one-on-one with special-education and general-population students. "Most of the problems arise over a misunderstanding. They're frustrated and unclear about a situation, but instead of being able to say 'I'm scared' or 'I don't understand,' they use hitting as an avoidance technique and it takes the focus off of whatever is troubling them."

"But you also have to work on the problem," Laschi says. "You need to help the child learn new strategies and give them the proper language for dealing with their emotions. You need to have them practice scenarios again and again. Repetition is key."

For very young children who hit, adults need to help insert "wedges" between impulses and the children's actions. "Wedges are those behaviors that are acceptable responses to anger," says Scarlett. "Young children need more than reprimands; they also need models and guidance for acceptable alternatives - and a good deal of patience on the part of parents, because they really do have a hard time curbing their impulses."

Parents, he says, can help kids develop wedges "by giving them words they might say instead of hitting."

Parent educator Elizabeth Pantley has direct advice for parents who are the recipients of their child's punches: "Hitting an adult is a serious offense and should be treated as such and nipped in the bud," she says.

• Every time the child hits, immediately take the child by the shoulders, look her in the eye and say, in a firm voice, "No hitting, time-out." Guide the child to a chair or other time-out place and announce, "Stay here until I tell you to get up." It's important to respond appropriately and consistently each time the child hits.
• If you suspect that your child is hitting to gain your attention, stop rewarding her with the attention she seeks. Every time the child hits you, firmly say, "No hitting." Then end the interaction with her and walk away for a little while.
• Make sure you are not "play-hitting" your child at any time. If you're in the habit of playful "roughhousing" with your child, and allowing him to "hit" you in fun, he may find it difficult to draw the line between play and inappropriate behavior.
• Tell your child how you feel when you get hit or bitten. "Being honest with your child might encourage him to reveal his real intentions for lashing out," Laschi says. Maybe he bit you because he was curious about what it would feel like. "Maybe the aggression wasn't his real intent," she says.

How to Respond

Once a punch is thrown, experts say the best approach is to step in immediately. A teacher or parent witnessing the infraction should pull the aggressor aside and give him the chance to explain what happened. Then it's the other child's turn to talk. The hitter needs to be quiet and listen at this point. Explain that it's never OK to hit someone. Ask the hitter what he or she could have done differently. Direct the child to apologize and impose a logical, consistent consequence for hitting.

It's a conversation that should take place in a calm, even-toned voice, say Borba and Laschi. Wait, if you have to, until the hitter has had a moment to cool down. When you talk to the child:

• Kneel or sit next to him so that you're at his level.
• Ask the hitter (or biter or pusher) to identify his feelings. Help him find the language needed to explain the way he feels.
• Remind him that you're unhappy with the action, not with him. Remind him that he is a kind person, but that his action was not kind.
• Identify better ways to resolve a conflict, and practice scenarios for behaving more appropriately.
• Always wrap up by asking the child what he should do if this situation happens again. Then you'll know whether the child understands what you have said.