Ethan floats away in the adult pool...
The slide at the kiddie pool.
Nikki loves the slide! Splash!
Little swimmer...
Wednesday, October 31, 2007
SWIM FUN!
The family had a despedida for Tita Nicki last Sunday and so we all headed for Sun City a swimming resort in Laguna. The boys had fun of course, and I'll let the photos speak for themselves...
Tuesday, October 30, 2007
Monday, October 29, 2007
TOLERANCE
http://www.kidshealth.org/parent/emotions/feelings/tolerance.html
TEACHING YOUR CHILD TOLERANCE
America is the great "melting pot," a rich blend of cultural traditions from all over the world. Many American families can trace their histories to immigrant ancestors who traveled great distances, enduring risk and hardship, to make a home where they would be guaranteed basic freedoms. And for many American families these freedoms came with a struggle. Their parents and grandparents were deprived the basic rights we value.
American society was founded on freedom from religious persecution and on tolerance of differences in beliefs and cultural heritage. The differences (or diversity) that come from people from all over the world enrich our culture, bringing new ideas and energy.
Today, more than ever, kids interact with people of differing ethnicities, religions, and cultures. Classrooms are increasingly diverse, reflecting the communities where families live and work.
A World of Difference
Some parents welcome the fact that we live in an increasingly diverse society. Others may feel more hesitant, especially if they have not had much exposure to people different from themselves. Many kids are way ahead of their parents regarding exposure to cultural differences. Their circle of friends, their schoolmates, and their athletic teams are much more varied than those of even a generation ago.
Still, parents should help their kids prepare to live, learn, and work in communities that will become even more diverse. Teaching tolerance is important not just because it is part of our American heritage, but because the person who learns to be open to differences will have more opportunities in education, business, and many other aspects of life.
In short, your child's success depends on it. Success in today's world — and tomorrow's — depends on being able to understand, appreciate, and work with others.
About Tolerance
Tolerance refers to an attitude of openness and respect for the differences that exist among people. Although originally used to refer to ethnic and religious differences, the concepts of diversity and tolerance can also be applied to gender, people with physical and intellectual disabilities, and other differences, too.
Tolerance means respecting and learning from others, valuing differences, bridging cultural gaps, rejecting unfair stereotypes, discovering common ground, and creating new bonds. Tolerance, in many ways, is the opposite of prejudice.
But does tolerance mean that all behaviors have to be accepted? No, of course not. Behaviors that disrespect or hurt others, like being mean or bullying, or behaviors that break social rules, like lying or stealing, should not be tolerated. Tolerance is about accepting people for who they are — not about accepting bad behavior. Tolerance also means treating others the way you would like to be treated.
How Tolerance Is Taught
Like all attitudes, tolerance is often taught in subtle ways. Even before they can speak, children closely watch — and imitate — their parents. Kids of all ages develop their own values, in great part, by mirroring the values and attitudes of those they care about.
Many parents live and work in diverse communities and have friends who are different from themselves in some (or in many) ways. Parents' attitudes about respecting others are often so much a part of them that they rarely even think about it. They teach those attitudes simply by being themselves and living their values. Parents who demonstrate (or model) tolerance in their everyday lives send a powerful message. As a result, their children learn to appreciate differences, too.
Of course, celebrating differences of others doesn't mean giving up your own heritage. Your family may have its own long-standing cultural and religious traditions that are something to be proud of. Families can find ways to celebrate differences of others while continuing to honor and pass down their own cultural heritage.
How Can Parents Teach Tolerance?
Parents can teach tolerance by example — and in other ways, too. Talking together about tolerance and respect helps kids learn more about the values you want them to have. Giving them opportunities to play and work with others is important as well. This lets kids learn firsthand that everyone has something to contribute and to experience differences and similarities.
Things parents can do to help kids learn tolerance include:
When parents encourage a tolerant attitude in their children, talk about their values, and model the behavior they would like to see by treating others well, kids will follow in their footsteps.
Reviewed by: D'Arcy Lyness, PhD
Date reviewed: December 2002
TEACHING YOUR CHILD TOLERANCE
America is the great "melting pot," a rich blend of cultural traditions from all over the world. Many American families can trace their histories to immigrant ancestors who traveled great distances, enduring risk and hardship, to make a home where they would be guaranteed basic freedoms. And for many American families these freedoms came with a struggle. Their parents and grandparents were deprived the basic rights we value.
American society was founded on freedom from religious persecution and on tolerance of differences in beliefs and cultural heritage. The differences (or diversity) that come from people from all over the world enrich our culture, bringing new ideas and energy.
Today, more than ever, kids interact with people of differing ethnicities, religions, and cultures. Classrooms are increasingly diverse, reflecting the communities where families live and work.
A World of Difference
Some parents welcome the fact that we live in an increasingly diverse society. Others may feel more hesitant, especially if they have not had much exposure to people different from themselves. Many kids are way ahead of their parents regarding exposure to cultural differences. Their circle of friends, their schoolmates, and their athletic teams are much more varied than those of even a generation ago.
Still, parents should help their kids prepare to live, learn, and work in communities that will become even more diverse. Teaching tolerance is important not just because it is part of our American heritage, but because the person who learns to be open to differences will have more opportunities in education, business, and many other aspects of life.
In short, your child's success depends on it. Success in today's world — and tomorrow's — depends on being able to understand, appreciate, and work with others.
About Tolerance
Tolerance refers to an attitude of openness and respect for the differences that exist among people. Although originally used to refer to ethnic and religious differences, the concepts of diversity and tolerance can also be applied to gender, people with physical and intellectual disabilities, and other differences, too.
Tolerance means respecting and learning from others, valuing differences, bridging cultural gaps, rejecting unfair stereotypes, discovering common ground, and creating new bonds. Tolerance, in many ways, is the opposite of prejudice.
But does tolerance mean that all behaviors have to be accepted? No, of course not. Behaviors that disrespect or hurt others, like being mean or bullying, or behaviors that break social rules, like lying or stealing, should not be tolerated. Tolerance is about accepting people for who they are — not about accepting bad behavior. Tolerance also means treating others the way you would like to be treated.
How Tolerance Is Taught
Like all attitudes, tolerance is often taught in subtle ways. Even before they can speak, children closely watch — and imitate — their parents. Kids of all ages develop their own values, in great part, by mirroring the values and attitudes of those they care about.
Many parents live and work in diverse communities and have friends who are different from themselves in some (or in many) ways. Parents' attitudes about respecting others are often so much a part of them that they rarely even think about it. They teach those attitudes simply by being themselves and living their values. Parents who demonstrate (or model) tolerance in their everyday lives send a powerful message. As a result, their children learn to appreciate differences, too.
Of course, celebrating differences of others doesn't mean giving up your own heritage. Your family may have its own long-standing cultural and religious traditions that are something to be proud of. Families can find ways to celebrate differences of others while continuing to honor and pass down their own cultural heritage.
How Can Parents Teach Tolerance?
Parents can teach tolerance by example — and in other ways, too. Talking together about tolerance and respect helps kids learn more about the values you want them to have. Giving them opportunities to play and work with others is important as well. This lets kids learn firsthand that everyone has something to contribute and to experience differences and similarities.
Things parents can do to help kids learn tolerance include:
- Notice your own attitudes. Parents who want to help their kids value diversity can be sensitive to cultural stereotypes they may have learned and make an effort to correct them. Demonstrate an attitude of respect for others.
- Remember that kids are always listening. Be aware of the way you talk about people who are different from yourself. Do not make jokes that perpetuate stereotypes. Although some of these may seem to be harmless fun, they can undo attitudes of tolerance and respect.
- Select books, toys, music, art, and videos carefully. Keep in mind the powerful effect the media and pop culture have on shaping attitudes.
Point out and talk about unfair stereotypes that may be portrayed in media. - Answer kids' questions about differences honestly and respectfully. This teaches that it is acceptable to notice and discuss differences as long as it is done with respect.
- Acknowledge and respect differences within your own family. Demonstrate acceptance of your children's differing abilities, interests, and styles. Value the uniqueness of each member of your family.
- Remember that tolerance does not mean tolerating unacceptable behavior. It means that everyone deserves to be treated with respect — and should treat others with respect as well.
- Help your children feel good about themselves. Kids who feel badly about themselves often treat others badly. Kids with strong self-esteem value and respect themselves and are more likely to treat others with respect, too. Help your child to feel accepted, respected, and valued.
- Give kids opportunities to work and play with others who are different from them. When choosing a school, day camp, or child-care facility for your child, find one with a diverse population.
- Learn together about holiday and religious celebrations that are not part of your own tradition.
- Honor your family's traditions and teach them to your kids — and to someone outside the family who wants to learn about the diversity you have to offer.
When parents encourage a tolerant attitude in their children, talk about their values, and model the behavior they would like to see by treating others well, kids will follow in their footsteps.
Reviewed by: D'Arcy Lyness, PhD
Date reviewed: December 2002
Saturday, October 27, 2007
Friday, October 26, 2007
WORLD MAP PUZZLE
A happy Ethan completes the world map puzzle. He was quite proud of himself. And so was I. =D
Thursday, October 25, 2007
WATCH THIS!
http://www.thesuccessfulparent.com/articles/infant.htm
HEY MOMMY, WATCH THIS!
by John P. Frazier, M.S.W. and Barbara Frazier, M.S.W.
Recently I had the opportunity to visit a preschool to offer some training for the teachers. After the presentation, a smaller group of us moved to the playground where we continued a more informal discussion. At the time, the playground was full of youngsters for the afternoon break. All of the sudden a young boy yelled from a few yards away, "Hey, watch this!" He was jumping off the monkey bars and pretending he could fly through the air. He was obviously quite pleased with himself, and wanted to make sure we agreed with his assessment. A moment later, a little girl who was watching the boy waved her arms at us and said "Watch, I can do a somersault," which she proceeded to do. In no time at all, a number of children could be heard saying "Watch this" or "Look at me" or "I can do that!" As I had already surmised, we were sitting among a group of four-year-olds. What tipped me off about the age was the particular activity we were witnessing. These children were engaged in "showing off", partly to get our attention and partly to gain our approval and confirmation of their rather exaggerated views of themselves. It's as though they were saying "I'm here, I'm great, and look what I can do!"
Four-year-olds necessarily engage in a lot of showing off or what might clinically be termed "exhibitionism." They run fast, kick the ball hard, pretend to leap off tall buildings, and dance like angels. As if these weren't enough, they expand and exaggerate their capabilities by pretending to be superheroes that can overcome any obstacle using their special magical powers. What is going on here is that these youngsters are making a grand entrance into the world. Having successfully navigated the tasks of the first three years and emerged as walking, talking, feeling, and thinking little individuals, these youngsters are now ready to take the next step, which is to join the wider world of social connections and social roles. To make the transition, however, they need to be armed with a positive self-image and a lot of self esteem that can withstand the ups and downs of engaging with peers and dealing with adults other than their parents. They need some padding and protection as they take on more complicated relationships and try and live up to greater expectations. The padding comes in the shape of a rather inflated and exaggerated sense of themselves, which they develop in two ways. The first is through the consistent observation and affirmation of themselves by their parents. Stated another way, the young child formulates who he is through the admiring eyes of mommy and daddy. It would be sort of like looking into a mirror that could talk back to you and affirm for you what you see, like the wicked queen in Snow White who says, "Mirror, mirror on the wall, who's the fairest of them all." The answer she's looking for is that she is the fairest of them all. The four-year-old is looking for that same answer, and it needs to come from mommy and daddy in the form of admiration, attention, and love.
The second method is through fantasy play, especially play where the youngster takes on the role of a superhero or character with superhuman powers. For example, Joey is a four-year-old boy who loves to play Superman. He has a full-sized Superman cape which he wears over his Superman pajamas (that look like the Superman suit), and red boots that he constructs by pulling red knee socks up over his cowboy boots. To complete the outfit he has an old suit jacket and horn-rimmed glasses (without the glass) that he wears over the Superman outfit when he's Clark Kent. A typical fantasy is to have his mother pretend that some bad guys are chasing her and scream for help. "Clark" swirls around while removing his clothes and emerges as Superman. With his cape flowing, he flies through air, rushes to his mother's side, and single handedly throws the bad guys into outer space. She makes many exclamations about how strong he is and how grateful she is that he saved her. He tips his head, says "thanks mamn," and flies off.
In the fantasy, Joey steps into the world as a contributing participant, but he does so by becoming someone who is very powerful and admired - a superhero. His mother's participation in the fantasy assists him in validating this puffed up self-image, and even after the fantasy is over, these feelings stay with Joey for some time. What this story exemplifies is the fact that young children need to experience themselves this way initially as they begin to make their entrance into the social world. Moreover, the experience needs to be a repetitive one until the child's oversized self-image becomes steady. As the child gets older and begins to interact more in social settings such as school, this inflated self-image will gradually be transformed into a cooperative and contributing self that participates in the general activities of society. The little superhero will become the school student, baseball player, doll collector, ballet dancer, etc. But for now, take pleasure in your little exhibitionist and join in his quest for conquering the world through play and admiration. You'll be providing a psychological bridge to the future.
HEY MOMMY, WATCH THIS!
by John P. Frazier, M.S.W. and Barbara Frazier, M.S.W.
Recently I had the opportunity to visit a preschool to offer some training for the teachers. After the presentation, a smaller group of us moved to the playground where we continued a more informal discussion. At the time, the playground was full of youngsters for the afternoon break. All of the sudden a young boy yelled from a few yards away, "Hey, watch this!" He was jumping off the monkey bars and pretending he could fly through the air. He was obviously quite pleased with himself, and wanted to make sure we agreed with his assessment. A moment later, a little girl who was watching the boy waved her arms at us and said "Watch, I can do a somersault," which she proceeded to do. In no time at all, a number of children could be heard saying "Watch this" or "Look at me" or "I can do that!" As I had already surmised, we were sitting among a group of four-year-olds. What tipped me off about the age was the particular activity we were witnessing. These children were engaged in "showing off", partly to get our attention and partly to gain our approval and confirmation of their rather exaggerated views of themselves. It's as though they were saying "I'm here, I'm great, and look what I can do!"
Four-year-olds necessarily engage in a lot of showing off or what might clinically be termed "exhibitionism." They run fast, kick the ball hard, pretend to leap off tall buildings, and dance like angels. As if these weren't enough, they expand and exaggerate their capabilities by pretending to be superheroes that can overcome any obstacle using their special magical powers. What is going on here is that these youngsters are making a grand entrance into the world. Having successfully navigated the tasks of the first three years and emerged as walking, talking, feeling, and thinking little individuals, these youngsters are now ready to take the next step, which is to join the wider world of social connections and social roles. To make the transition, however, they need to be armed with a positive self-image and a lot of self esteem that can withstand the ups and downs of engaging with peers and dealing with adults other than their parents. They need some padding and protection as they take on more complicated relationships and try and live up to greater expectations. The padding comes in the shape of a rather inflated and exaggerated sense of themselves, which they develop in two ways. The first is through the consistent observation and affirmation of themselves by their parents. Stated another way, the young child formulates who he is through the admiring eyes of mommy and daddy. It would be sort of like looking into a mirror that could talk back to you and affirm for you what you see, like the wicked queen in Snow White who says, "Mirror, mirror on the wall, who's the fairest of them all." The answer she's looking for is that she is the fairest of them all. The four-year-old is looking for that same answer, and it needs to come from mommy and daddy in the form of admiration, attention, and love.
The second method is through fantasy play, especially play where the youngster takes on the role of a superhero or character with superhuman powers. For example, Joey is a four-year-old boy who loves to play Superman. He has a full-sized Superman cape which he wears over his Superman pajamas (that look like the Superman suit), and red boots that he constructs by pulling red knee socks up over his cowboy boots. To complete the outfit he has an old suit jacket and horn-rimmed glasses (without the glass) that he wears over the Superman outfit when he's Clark Kent. A typical fantasy is to have his mother pretend that some bad guys are chasing her and scream for help. "Clark" swirls around while removing his clothes and emerges as Superman. With his cape flowing, he flies through air, rushes to his mother's side, and single handedly throws the bad guys into outer space. She makes many exclamations about how strong he is and how grateful she is that he saved her. He tips his head, says "thanks mamn," and flies off.
In the fantasy, Joey steps into the world as a contributing participant, but he does so by becoming someone who is very powerful and admired - a superhero. His mother's participation in the fantasy assists him in validating this puffed up self-image, and even after the fantasy is over, these feelings stay with Joey for some time. What this story exemplifies is the fact that young children need to experience themselves this way initially as they begin to make their entrance into the social world. Moreover, the experience needs to be a repetitive one until the child's oversized self-image becomes steady. As the child gets older and begins to interact more in social settings such as school, this inflated self-image will gradually be transformed into a cooperative and contributing self that participates in the general activities of society. The little superhero will become the school student, baseball player, doll collector, ballet dancer, etc. But for now, take pleasure in your little exhibitionist and join in his quest for conquering the world through play and admiration. You'll be providing a psychological bridge to the future.
Wednesday, October 24, 2007
Monday, October 22, 2007
Saturday, October 20, 2007
YOU AND YOUR KIDS
http://www.parentingbookmark.com/pages/ArticleAL14.htm
A Moment to Reflect: Do You Like Your Kids?
By Anne Leedom
Founder and Editor-In-Chief, ParentingBookmark.com
Summer vacation is over for us. My daughters are on red track at Silva Valley Elementary. Our entire summer is about six weeks long. As I prepare to send them back to school with new back packs, lunch boxes and one or two new outfits, I feel a bit guilty when I realize I am actually looking forward to them returning to school. I have my days back to myself where I can devote myself to my job, my friends and my house without CONSTANT interruptions. I also realize I am asking myself a startling question. Do I LIKE my kids? I mean really like my kids?
My mother was a wonderful mother; at least she was once the four of us kids hit eighteen. Up until that moment we were wonderful and cherished, but always slightly trying. At least one of us was. (I always have stood out from the crowd.) Daycare wasn’t an option then and even if it were as available as it is today, I doubt she would have taken advantage of it. She basically wanted to like her kids and spend lots of time with us. Now let’s face facts. Kids are not always as enjoyable as we would like them to be. The facts are that you either spend your time working on your kid’s behavior or being a victim of their behavior. There is no middle ground when they are small.
As parents we need to make a decision when our kids our young. How much effort are we willing to expend to really help them learn to behave, to make sure they are not over stimulated, and that they understand right from wrong and that “no” means “no”. Ultimately, there is a reality all parents need to face up to. Here are a few of the new rules parents need to accept, or they will have to accept that raising their kids is going to be far more difficult then they could ever have bargained for, and that “liking” their kids will not be an option the majority of the time.
Rule Number One: You don’t come first anymore. You always need to prioritize yourself and take care of yourself, but day to day, your needs will almost always come second to theirs.
Rule Number Two: Your kids will win every battle ultimately, unless you commit to working with them as a team and not a dictatorship. Kids expend an amazing amount of energy and quite effectively I might add, to “winning the battle”. As a parent your greatest moments will come in learning to diffuse or avoid these battles
Rule Number Three: The amount of patience and love you give them will come back to you a hundred fold if you are committed to their moral and character development. It’s true what they say that what you give, you get. Every time you are struggling with your child, ask yourself how you want to be treated. Eventually, it IS how you will be treated.
Rule Number Four: Kids need to understand you are the parent, the boss and in control of their lives, day to day. This is how they feel loved. How compassionately and calmly you communicate this will determine if they feel respected and secure.
Rule Number Five: It takes a village to raise a child, but you are still the general of the village and only you know truly what is best for your child, Never abdicate your authority or your instincts. (This includes mothers-in-laws.)
We all do the best we can as parents. We love our kids and give them as much time and direction as possible. My hope is that parents change their focus just a bit to nurture character and help their kids see how they affect others and to take responsibility for the consequences of their actions. If you already do this, take it a step further. The rewards of truly “liking” your kids along with “loving” you kids will be worth the effort!
A Moment to Reflect: Do You Like Your Kids?
By Anne Leedom
Founder and Editor-In-Chief, ParentingBookmark.com
Summer vacation is over for us. My daughters are on red track at Silva Valley Elementary. Our entire summer is about six weeks long. As I prepare to send them back to school with new back packs, lunch boxes and one or two new outfits, I feel a bit guilty when I realize I am actually looking forward to them returning to school. I have my days back to myself where I can devote myself to my job, my friends and my house without CONSTANT interruptions. I also realize I am asking myself a startling question. Do I LIKE my kids? I mean really like my kids?
My mother was a wonderful mother; at least she was once the four of us kids hit eighteen. Up until that moment we were wonderful and cherished, but always slightly trying. At least one of us was. (I always have stood out from the crowd.) Daycare wasn’t an option then and even if it were as available as it is today, I doubt she would have taken advantage of it. She basically wanted to like her kids and spend lots of time with us. Now let’s face facts. Kids are not always as enjoyable as we would like them to be. The facts are that you either spend your time working on your kid’s behavior or being a victim of their behavior. There is no middle ground when they are small.
As parents we need to make a decision when our kids our young. How much effort are we willing to expend to really help them learn to behave, to make sure they are not over stimulated, and that they understand right from wrong and that “no” means “no”. Ultimately, there is a reality all parents need to face up to. Here are a few of the new rules parents need to accept, or they will have to accept that raising their kids is going to be far more difficult then they could ever have bargained for, and that “liking” their kids will not be an option the majority of the time.
Rule Number One: You don’t come first anymore. You always need to prioritize yourself and take care of yourself, but day to day, your needs will almost always come second to theirs.
Rule Number Two: Your kids will win every battle ultimately, unless you commit to working with them as a team and not a dictatorship. Kids expend an amazing amount of energy and quite effectively I might add, to “winning the battle”. As a parent your greatest moments will come in learning to diffuse or avoid these battles
Rule Number Three: The amount of patience and love you give them will come back to you a hundred fold if you are committed to their moral and character development. It’s true what they say that what you give, you get. Every time you are struggling with your child, ask yourself how you want to be treated. Eventually, it IS how you will be treated.
Rule Number Four: Kids need to understand you are the parent, the boss and in control of their lives, day to day. This is how they feel loved. How compassionately and calmly you communicate this will determine if they feel respected and secure.
Rule Number Five: It takes a village to raise a child, but you are still the general of the village and only you know truly what is best for your child, Never abdicate your authority or your instincts. (This includes mothers-in-laws.)
We all do the best we can as parents. We love our kids and give them as much time and direction as possible. My hope is that parents change their focus just a bit to nurture character and help their kids see how they affect others and to take responsibility for the consequences of their actions. If you already do this, take it a step further. The rewards of truly “liking” your kids along with “loving” you kids will be worth the effort!
Friday, October 19, 2007
Thursday, October 18, 2007
Wednesday, October 17, 2007
SO INSPIRING
I love this letter from Homeschoolfreestuff. It just warms my heart and I hope that when Nikki and Ethan are bigger, they would appreciate the choice we made for them: the choice to homeschool.
From Their Eyes Looking Back
NOTE FROM THE EDITOR: Parents ALWAYS wonder if they are doing the right things. I do! My parents still wonder too! I think it's part of being a parent. Then to do something courageous like homeschooling, far from the norm, it's scarier yet. When this story came in, I had stop and redo this newsletter! What a wonderful testament to loving and caring parents!
My High School Diploma has finally arrived! Year 2005. What excitement! My mind drifted back to the winter of 1996 when I had just finished my Primary three (Third Grade) final year exams in public school. Little did I know that that would be the last time I sit in a classroom to take an exam and that the next time would be in a lecture hall taking my SATs with people much older than I.
My parents made the important decision that would cause the course of my life to be far different from that of my peers around me. The decision to homeschool me and the rest of my brothers and sisters. Do I regret that they did so? No…. and let me tell you why.
I never had negative thoughts toward homeschooling. In fact, I my first reaction was, great! I finally get to be homeschooled like the rest of my friends. But as I grew older, I realized the host of things I was protected from by being homeschooled. The peer pressure from friends at school that would have a wrong influence on me. The high stress and pressure to succeed, to excel in exams, to be first in class, to get in a good university; I no longer have to face. Instead I learned to study independently, learned to multi-task and schedule my time to include housework, homework, cooking, baking, playing, babysitting, church meetings, and most importantly, my family. Rubbing shoulders daily and taking care of each younger brother and sister have taught me things I never would have experience, had I not been homeschooled.
Am I socially inept? unlikely so, with seven siblings and a host of church friends. Am I bitter about missing the opportunity to be educated the same way as every other child in my country or feel ashamed that I'm homeschooled? Rather not, as I have met people who are genuinely interested about my education and there is no stigma attached to me or my family. Am I less qualified to enter a university? Hardly! I know of homeschoolers who enter university without a hitch. Am I less able to find a job? Nil to that too! I found a job as a legal secretary even before I graduated! Has homeschooling better enable me to face the working world? I would definitely say yes! If I could rewind the years and be given a choice, would I choose to be homeschooled? Yes I would, and I'm glad my parents made the choice to travel the road less taken.
--J.H.Y.--
From Their Eyes Looking Back
NOTE FROM THE EDITOR: Parents ALWAYS wonder if they are doing the right things. I do! My parents still wonder too! I think it's part of being a parent. Then to do something courageous like homeschooling, far from the norm, it's scarier yet. When this story came in, I had stop and redo this newsletter! What a wonderful testament to loving and caring parents!
My High School Diploma has finally arrived! Year 2005. What excitement! My mind drifted back to the winter of 1996 when I had just finished my Primary three (Third Grade) final year exams in public school. Little did I know that that would be the last time I sit in a classroom to take an exam and that the next time would be in a lecture hall taking my SATs with people much older than I.
My parents made the important decision that would cause the course of my life to be far different from that of my peers around me. The decision to homeschool me and the rest of my brothers and sisters. Do I regret that they did so? No…. and let me tell you why.
I never had negative thoughts toward homeschooling. In fact, I my first reaction was, great! I finally get to be homeschooled like the rest of my friends. But as I grew older, I realized the host of things I was protected from by being homeschooled. The peer pressure from friends at school that would have a wrong influence on me. The high stress and pressure to succeed, to excel in exams, to be first in class, to get in a good university; I no longer have to face. Instead I learned to study independently, learned to multi-task and schedule my time to include housework, homework, cooking, baking, playing, babysitting, church meetings, and most importantly, my family. Rubbing shoulders daily and taking care of each younger brother and sister have taught me things I never would have experience, had I not been homeschooled.
Am I socially inept? unlikely so, with seven siblings and a host of church friends. Am I bitter about missing the opportunity to be educated the same way as every other child in my country or feel ashamed that I'm homeschooled? Rather not, as I have met people who are genuinely interested about my education and there is no stigma attached to me or my family. Am I less qualified to enter a university? Hardly! I know of homeschoolers who enter university without a hitch. Am I less able to find a job? Nil to that too! I found a job as a legal secretary even before I graduated! Has homeschooling better enable me to face the working world? I would definitely say yes! If I could rewind the years and be given a choice, would I choose to be homeschooled? Yes I would, and I'm glad my parents made the choice to travel the road less taken.
--J.H.Y.--
Tuesday, October 16, 2007
Monday, October 15, 2007
PARTS OF THE BODY
I got the boys this puzzle a few months ago. It's an introduction to the different parts of the body (inside and outside). I figured, since the boys love puzzles, the will learn the parts of the body the fun way. Already, Nikki knows most of the parts and so I am looking forward to the time when we get into more detail. But of course, it will depend on his readiness. =D
Sunday, October 14, 2007
LITERACY
http://www.parentsasteachers.org/site/pp.asp?c=ekIRLcMZJxE&b=307148
Reading together to build early literacy
Did you know that you can help your child get ready to read even while he is very young? When an infant shows excitement over pictures next to his crib, or a toddler turns the pages of a board book, or a preschooler recognizes the first letter of his name on a cereal box, each is demonstrating emerging literacy skills. Reading to your child from birth is the best way to make him a successful reader when he starts school.
Early stages
Developing language is the first step in learning to read, and it occurs very early in life. When you read to your child from the time she is born, you provide a rich language environment for her. Your child hears words that may not occur in the normal course of a day, increasing her exposure to a wide variety of speech sounds. When you cradle your baby and read with inflection in your voice, your child learns to associate reading with love, comfort and pleasure—the beginning of a positive attitude which provides motivation for learning to read.
Toddler years
Toddlers have the reputation for being on the go, and you may be discouraged in your attempts to read to your child during this stage of development. But toddlers learn important things from reading—they just learn them standing up! Children this age like books that have photographs of objects and text that names the pictures. Nursery rhymes and books with rhyming text are important because rhyming promotes the awareness of letter sounds, which is necessary for reading. Toddlerhood is the time to learn how to handle a book, such as holding the book right side up and turning paper pages.
Preschool
As children enter the preschool years, they develop an appreciation of the plot and characters of a story. Exposure to quality picture books increases your child’s enjoyment of reading and engages his imagination. More complex stories build your child’s comprehension skills and provide a knowledge base from which he can understand concepts and new ideas. Skills such as identifying the title of a book, tracing text with a finger while it is read, talking about pictures, and speculating about where the plot is going are setting the stage for learning to read in the early years of school. Literacy also develops when your child sees printed words in his environment, such as signs, lists, menus or labels. When you read this “environmental print” to your child, you show him that reading is important in every day life.
Read to your child each day, no matter how young she is. You will be giving her just the right experiences she needs to become a good reader in the future!
Experts say…
Reading experts Susan Hall and Louise Moats sum up the benefits of reading aloud to your child in the early years. Your child:
Reading together to build early literacy
Did you know that you can help your child get ready to read even while he is very young? When an infant shows excitement over pictures next to his crib, or a toddler turns the pages of a board book, or a preschooler recognizes the first letter of his name on a cereal box, each is demonstrating emerging literacy skills. Reading to your child from birth is the best way to make him a successful reader when he starts school.
Early stages
Developing language is the first step in learning to read, and it occurs very early in life. When you read to your child from the time she is born, you provide a rich language environment for her. Your child hears words that may not occur in the normal course of a day, increasing her exposure to a wide variety of speech sounds. When you cradle your baby and read with inflection in your voice, your child learns to associate reading with love, comfort and pleasure—the beginning of a positive attitude which provides motivation for learning to read.
Toddler years
Toddlers have the reputation for being on the go, and you may be discouraged in your attempts to read to your child during this stage of development. But toddlers learn important things from reading—they just learn them standing up! Children this age like books that have photographs of objects and text that names the pictures. Nursery rhymes and books with rhyming text are important because rhyming promotes the awareness of letter sounds, which is necessary for reading. Toddlerhood is the time to learn how to handle a book, such as holding the book right side up and turning paper pages.
Preschool
As children enter the preschool years, they develop an appreciation of the plot and characters of a story. Exposure to quality picture books increases your child’s enjoyment of reading and engages his imagination. More complex stories build your child’s comprehension skills and provide a knowledge base from which he can understand concepts and new ideas. Skills such as identifying the title of a book, tracing text with a finger while it is read, talking about pictures, and speculating about where the plot is going are setting the stage for learning to read in the early years of school. Literacy also develops when your child sees printed words in his environment, such as signs, lists, menus or labels. When you read this “environmental print” to your child, you show him that reading is important in every day life.
Read to your child each day, no matter how young she is. You will be giving her just the right experiences she needs to become a good reader in the future!
Experts say…
Reading experts Susan Hall and Louise Moats sum up the benefits of reading aloud to your child in the early years. Your child:
- develops background knowledge for more complicated learning
- builds vocabulary
- is exposed to rich language patterns
- learns the structure of a story
- learns how to handle books and becomes familiar with reading
- identifies reading as a pleasurable activity
Saturday, October 13, 2007
DOT-TO-DOT
Ethan does not like it when I try to teach him things. He prefers to do it on his own and learn by trial and error. I respect his learning style even if it frustrates me sometimes because I'm so used to teaching the traditional way with Nikki (workbooks, etc.). But anyway, I try to give Ethan some learning tools that will help him in his process. I bought him a write-and-wipe book and he would doodle in it without knowing exactly what to do. But the other day, I saw him carefully following the dots to make a picture and I was so happy and proud of him! I realized that Ethan does not want to be pushed and would do things when he is good and ready. And that's just the way he is. And really, that's no problem with me at all just as long as he learns, he loves learning and would want to continue learning always. =D
Thursday, October 11, 2007
NEW SONG
Nikki found this song on Youtube. I know, scary that he could easily find things on his own... Anyway, it has such a catchy melody that the boys love listening to this over and over. I also noticed that after Nikki listened to this repeatedly, his lower case alphabet improved a lot. Goodie. =D
Chicka Chicka Boom Boom
A told B, and B told C, "I'll meet you at the top of the coconut tree."
"Wheel!" said D to E F G, "I'll beat you to the top of the coconut tree."
Chicka chicka boom boom! Will there be enough room? Here comes H up the coconut tree,
and I and J and tag-along K, all on their way up the coconut tree.
Chicka chicka boom boom! Will there be enough room? Look who's coming! L M N O P!
And Q R S! And T U V! Still more - W! And X Y Z!
The whole alphabet up the - Oh, no! Chicka chicka... BOOM! BOOM!
Skit skat skoodle doot. Flip flop flee. Everybody running to the coconut tree.
Mamas and papas and uncles and aunts hug their little dears, then dust their pants.
"Help us up," cried A B C.
Next from the pileup skinned-knee D and stubbed-toe E and patched-up F. Then comes G all out of breath.
H is tangled up with I. J and K are about to cry. L is knotted like a tie.
M is looped. N is stopped. O is twisted alley-oop. Skit skat skoodle doot. Flip flop flee.
Look who's coming! It's black-eyed P, Q R S, and loose-tooth T. Then U V W wiggle-jiggle free.
Last to come X Y Z. And the sun goes down on the coconut tree...
But - chicka chicka boom boom! Look, there's a full moon.
A is out of bed, and this is what he said, "Dare double dare, you can't catch me. I'll beat you up the top of the coconut tree."Chicka chicka BOOM! BOOM!
Here's the video. =D
Wednesday, October 10, 2007
VIVALDI
Nikki enjoys listening to this CD. He discovered classical music while watching Little Einsteins on the Playhouse Disney channel. I found out later on that he would hum some songs and pieces and I thought of getting him a CD. He listens to this at least twice a week and I am thinking of getting him more CD from other composers. I hope he will continue to enjoy classical music until he is bigger. =D
Tuesday, October 9, 2007
SCRABBLE
Nikki has had this Scrabble for almost 2 years now. It was given to him as a present. He loves this. We did levels 1 anad 2 before but now, he can breeze through levels 3 and 4. I'm so proud of him!! Maybe we'll be playing real Scrabble in a few years' time. Can't wait!
Nikki loves words.
"This is easy, Mommy!"
"This is how to do it!"
Vowels.
Monday, October 8, 2007
ANOTHER LETTER
Another inspiring letter... =D
OH, AND CATS DON'T LIKE TOOTHPASTE
My decision to homeschool was not an easy one. I had never even considered homeschooling before this year, especially since I'm a college student myself! Taking classes again was a dream come true for me, as 10 years have passed since the last time I cracked open a college textbook.
The past five years were years of dramatic change in our family -- my husband's decision to join the military (at 34!), my decision to quit working and spend some much-needed quality time with our two children, and the ultimate goal for both of us to complete our degrees. After looking at all of the alternatives, an online college made the most sense. The idea of setting my own pace, not having to miss a class because of a sick child (or a deployed husband), and reduced tuition for military dependents was too good to pass up! I attended full-time for the first year, then my husband received orders for Korea. One year apart-it just didn't seem fair! He'd only been home a few months after returning from a 10-month tour in Kuwait, and now he was going again. That's okay, I thought, I'm in school, and the kids are in school. It won't be that bad.
Near the end of my son's 5th grade year, I began to ask about the middle school that he would be attending. Several other moms were concerned with sending their children to middle school, and I was worried, too. My son was diagnosed with ADD in 3rd grade, and over the past two years, I had come to realize that his teachers were less than enthusiastic about helping him learn how to focus. Anything that I did at home seemed to disentigrate the moment he walked into school. A dear friend of mine had been homeschooling for four years, and I was wondering if this was the solution to our concerns. After researching (and praying), we discovered a program that fit our son's needs. Beginning the program was easier than I had anticipated, and it gives my son an opportunity every day to be more responsible and more focused on his schoolwork.
Being a homeschooling mom has taught me a few life lessons, as well:
-Taking an hour to relearn math with your son that you learned 20 years ago is priceless. Exhausting, but priceless.
-It's okay if the house looks like a toy store exploded every once in a while.
-A plastic "superbouncer" ball, microwaved for 3 minutes at high, will ruin your microwave. Trust me on this one...
-It takes exactly 114 medium-sized Christmas bows to cover a 80-pound, 11-year old boy.
-Cats don't like toothpaste.
-A cheese puff is small enough to fit up the nose of a 7-year old.
-Don't let your children watch anything on television that you don't mind them telling your pastor after church.
-Cats don't like tape, either.
-The next time you feel like crying, laugh. It's good medicine.
-The greatest lesson a parent can teach is one that involves compassion, kindness and humility.
-Life is not a race; it is a dance. Take the time to hear the music, to dance with someone you love, and to enjoy the moment for all that it's worth.
-With God's help, I can accomplish anything I set my mind to
These are some lessons that I've learned over the past few years. Through God, I have learned how to be patient and understanding. I'm still learning, and I know that I have so much more to learn. That's okay, though. I know now that some lessons have to be learned over time, that they can't be taught in a day, or a week, or a month, or even a year. Homeschooling is a lesson in life-every day I find an opportunity to teach my son a life lesson.
My only wish is that he shares these with his children one day. We'll just have to wait and see....
-T.Downey.-
OH, AND CATS DON'T LIKE TOOTHPASTE
My decision to homeschool was not an easy one. I had never even considered homeschooling before this year, especially since I'm a college student myself! Taking classes again was a dream come true for me, as 10 years have passed since the last time I cracked open a college textbook.
The past five years were years of dramatic change in our family -- my husband's decision to join the military (at 34!), my decision to quit working and spend some much-needed quality time with our two children, and the ultimate goal for both of us to complete our degrees. After looking at all of the alternatives, an online college made the most sense. The idea of setting my own pace, not having to miss a class because of a sick child (or a deployed husband), and reduced tuition for military dependents was too good to pass up! I attended full-time for the first year, then my husband received orders for Korea. One year apart-it just didn't seem fair! He'd only been home a few months after returning from a 10-month tour in Kuwait, and now he was going again. That's okay, I thought, I'm in school, and the kids are in school. It won't be that bad.
Near the end of my son's 5th grade year, I began to ask about the middle school that he would be attending. Several other moms were concerned with sending their children to middle school, and I was worried, too. My son was diagnosed with ADD in 3rd grade, and over the past two years, I had come to realize that his teachers were less than enthusiastic about helping him learn how to focus. Anything that I did at home seemed to disentigrate the moment he walked into school. A dear friend of mine had been homeschooling for four years, and I was wondering if this was the solution to our concerns. After researching (and praying), we discovered a program that fit our son's needs. Beginning the program was easier than I had anticipated, and it gives my son an opportunity every day to be more responsible and more focused on his schoolwork.
Being a homeschooling mom has taught me a few life lessons, as well:
-Taking an hour to relearn math with your son that you learned 20 years ago is priceless. Exhausting, but priceless.
-It's okay if the house looks like a toy store exploded every once in a while.
-A plastic "superbouncer" ball, microwaved for 3 minutes at high, will ruin your microwave. Trust me on this one...
-It takes exactly 114 medium-sized Christmas bows to cover a 80-pound, 11-year old boy.
-Cats don't like toothpaste.
-A cheese puff is small enough to fit up the nose of a 7-year old.
-Don't let your children watch anything on television that you don't mind them telling your pastor after church.
-Cats don't like tape, either.
-The next time you feel like crying, laugh. It's good medicine.
-The greatest lesson a parent can teach is one that involves compassion, kindness and humility.
-Life is not a race; it is a dance. Take the time to hear the music, to dance with someone you love, and to enjoy the moment for all that it's worth.
-With God's help, I can accomplish anything I set my mind to
These are some lessons that I've learned over the past few years. Through God, I have learned how to be patient and understanding. I'm still learning, and I know that I have so much more to learn. That's okay, though. I know now that some lessons have to be learned over time, that they can't be taught in a day, or a week, or a month, or even a year. Homeschooling is a lesson in life-every day I find an opportunity to teach my son a life lesson.
My only wish is that he shares these with his children one day. We'll just have to wait and see....
-T.Downey.-
Saturday, October 6, 2007
NIKKI AND SOME EGGS
Nikki learns about chicken eggs. These were laid by a chicken owned by one of the workers here at home. =D
Friday, October 5, 2007
CD PUMPKINS
Since it's October already, I wanted us to do more Halloween activities. We started off with making this jack o' lantern made out of constuction paper and old/damaged CDs. So, not only am I teaching the boys arts and crafts, but they are also learning to recycle. =D Nikki had so much fun making this one, I thought of making more then using them to decorate the boys' room in time for Halloween! =D
Materials. Damaged CD, construction paper (orange, black and green), scissors and glue/paste.
Mommy cut out the pieces and Nikki pastes them. Here, Nikki is putting the jack o lantern's eyes.
And now, the nose.
Ta-da! Happy pumpkin and happy boy. =D
Thursday, October 4, 2007
KIDS AND SMOKING
http://news.yahoo.com/s/hsn/20071002/hl_hsn/firstpuffcanturnkidsintosmokersstudy
First Puff Can Turn Kids Into Smokers: Study
By Alan Mozes
HealthDay Reporter
Mon Oct 1, 11:45 PM ET
MONDAY, Oct. 1 (HealthDay News) -- Just a single drag on a cigarette may drag a teen into smoking addiction, a new study suggests.
Researchers say almost a third of kids interviewed who tried smoking said their first cigarette brought them a feeling of relaxation -- and two-thirds of those kids went on to become smokers.
"This provides further support for the idea that dependence begins with the first cigarette," said study lead author Dr. Joseph DiFranza, a professor in the department of family medicine and community health at the University of Massachusetts Medical School in Worcester, Mass.
DiFranza's findings are reported in the October issue of Pediatrics.
Between 2002 and 2006, the study authors tracked the smoking habits of 217 sixth-graders, averaging 12 years of age, who they recruited from six schools in Massachusetts. Nearly three-quarters of the children were non-Hispanic whites, and all reported having inhaled a cigarette at least once.
A total of 11 in-person, 20-minute interviews were conducted over the four-year study period. The teens also completed psychological evaluations while recounting their history of tobacco use.
Tobacco-dependence was assessed based on such criteria as cravings, compulsion to smoke, changes in tolerance, time devoted to the pursuit of smoking, and an inability to quit.
As well, all the boys and girls were asked questions regarding basic personality traits, attitudes and beliefs, their social environment, and involvement with their family and community.
The result: Once a teen had tried cigarettes, very little they did afterward impacted on whether they became addicted or not.
Furthermore, experiencing that feeling of being "relaxed" immediately after the first puff of a cigarette was the leading predictor of becoming dependent on cigarettes and then being unable to quit, the researchers found. Almost 29 percent of youngsters interviewed said they had experienced such a feeling after their first cigarette.
Just over 38 percent of the ever-smoking youngsters went on to develop a clinical dependence on cigarettes. Almost 67 percent of the participants who recalled being relaxed following their first inhale became dependent, the researchers reported, compared to 29 percent of those who experienced no such relaxation effect.
Another factor that appeared to somewhat up the risk for dependence was having seen an ad with Joe Camel -- the Camel cigarette brand's mascot between 1987 and 1997, the study found.
Psychological factors -- such as being depressed and having a novelty-seeking personality -- also boosted the likelihood of addiction.
Post-inhale relaxation was the biggest risk factor for being unable to quit smoking, the researchers added. In fact, 91 percent of teens who claimed such feelings also said they were unable to kick the habit. Overall, almost 60 percent of the entire group of kids interviewed said they had lost their "autonomy," in terms of being able to stop smoking.
The findings suggest that the physiological addiction triggered by a first cigarette may be even more of a risk factor for smoking dependence than personality-driven factors, according to the researchers.
Based on the study results, DiFranza's team advocated an all-out ban on tobacco advertising to lower teens' likelihood of experimenting with cigarettes. More might also be done to educate young people of the dangers of that first cigarette, DiFranza added.
"You've never seen a commercial on TV warning that you can get hooked from the first cigarette," he noted. "And, to my knowledge, this has not yet been taught in classrooms. This is not a message that we've ever used in our public health programs. So, probably 99 percent of kids you asked probably think it's safe to try it once. What could be the problem with that? But there is a big risk to even trying it just once. And that should be the message that we give to our kids."
One expert said the study raises a few interesting questions.
"First, I wouldn't have expected that young people -- of all groups -- would experiment with cigarettes as a way to seek relaxation," said Joel Killen, a professor in the department of medicine with the Stanford Prevention Research Center at Stanford University School of Medicine in Stanford, Calif. "I would think that as a social group, kids would tend to look for the opposite -- for stimulation," he said.
"There is also this ongoing conundrum concerning nicotine addiction that people have talked about for a long time," Killen said. "That is that a lot of smokers report that they smoke for this relaxing effect -- an easing of their anxiety -- despite the fact that nicotine is actually a stimulant."
However, recent animal studies have suggested that the first few puffs of cigarette smoke do provoke a physiological reaction akin to relaxation, but it is a transient feeling that occurs before stimulation kicks in, Killen said.
Does this mean that teens might, in fact, be attracted to cigarettes for that relaxation-stimulation effect?
"To my knowledge, this question has yet to be studied in humans," Killen responded. "So, it remains a paradox."
First Puff Can Turn Kids Into Smokers: Study
By Alan Mozes
HealthDay Reporter
Mon Oct 1, 11:45 PM ET
MONDAY, Oct. 1 (HealthDay News) -- Just a single drag on a cigarette may drag a teen into smoking addiction, a new study suggests.
Researchers say almost a third of kids interviewed who tried smoking said their first cigarette brought them a feeling of relaxation -- and two-thirds of those kids went on to become smokers.
"This provides further support for the idea that dependence begins with the first cigarette," said study lead author Dr. Joseph DiFranza, a professor in the department of family medicine and community health at the University of Massachusetts Medical School in Worcester, Mass.
DiFranza's findings are reported in the October issue of Pediatrics.
Between 2002 and 2006, the study authors tracked the smoking habits of 217 sixth-graders, averaging 12 years of age, who they recruited from six schools in Massachusetts. Nearly three-quarters of the children were non-Hispanic whites, and all reported having inhaled a cigarette at least once.
A total of 11 in-person, 20-minute interviews were conducted over the four-year study period. The teens also completed psychological evaluations while recounting their history of tobacco use.
Tobacco-dependence was assessed based on such criteria as cravings, compulsion to smoke, changes in tolerance, time devoted to the pursuit of smoking, and an inability to quit.
As well, all the boys and girls were asked questions regarding basic personality traits, attitudes and beliefs, their social environment, and involvement with their family and community.
The result: Once a teen had tried cigarettes, very little they did afterward impacted on whether they became addicted or not.
Furthermore, experiencing that feeling of being "relaxed" immediately after the first puff of a cigarette was the leading predictor of becoming dependent on cigarettes and then being unable to quit, the researchers found. Almost 29 percent of youngsters interviewed said they had experienced such a feeling after their first cigarette.
Just over 38 percent of the ever-smoking youngsters went on to develop a clinical dependence on cigarettes. Almost 67 percent of the participants who recalled being relaxed following their first inhale became dependent, the researchers reported, compared to 29 percent of those who experienced no such relaxation effect.
Another factor that appeared to somewhat up the risk for dependence was having seen an ad with Joe Camel -- the Camel cigarette brand's mascot between 1987 and 1997, the study found.
Psychological factors -- such as being depressed and having a novelty-seeking personality -- also boosted the likelihood of addiction.
Post-inhale relaxation was the biggest risk factor for being unable to quit smoking, the researchers added. In fact, 91 percent of teens who claimed such feelings also said they were unable to kick the habit. Overall, almost 60 percent of the entire group of kids interviewed said they had lost their "autonomy," in terms of being able to stop smoking.
The findings suggest that the physiological addiction triggered by a first cigarette may be even more of a risk factor for smoking dependence than personality-driven factors, according to the researchers.
Based on the study results, DiFranza's team advocated an all-out ban on tobacco advertising to lower teens' likelihood of experimenting with cigarettes. More might also be done to educate young people of the dangers of that first cigarette, DiFranza added.
"You've never seen a commercial on TV warning that you can get hooked from the first cigarette," he noted. "And, to my knowledge, this has not yet been taught in classrooms. This is not a message that we've ever used in our public health programs. So, probably 99 percent of kids you asked probably think it's safe to try it once. What could be the problem with that? But there is a big risk to even trying it just once. And that should be the message that we give to our kids."
One expert said the study raises a few interesting questions.
"First, I wouldn't have expected that young people -- of all groups -- would experiment with cigarettes as a way to seek relaxation," said Joel Killen, a professor in the department of medicine with the Stanford Prevention Research Center at Stanford University School of Medicine in Stanford, Calif. "I would think that as a social group, kids would tend to look for the opposite -- for stimulation," he said.
"There is also this ongoing conundrum concerning nicotine addiction that people have talked about for a long time," Killen said. "That is that a lot of smokers report that they smoke for this relaxing effect -- an easing of their anxiety -- despite the fact that nicotine is actually a stimulant."
However, recent animal studies have suggested that the first few puffs of cigarette smoke do provoke a physiological reaction akin to relaxation, but it is a transient feeling that occurs before stimulation kicks in, Killen said.
Does this mean that teens might, in fact, be attracted to cigarettes for that relaxation-stimulation effect?
"To my knowledge, this question has yet to be studied in humans," Killen responded. "So, it remains a paradox."
Wednesday, October 3, 2007
HALLOWEEN CRAFTS
I think this will be a fun activity for Nikki this Halloween. We have some plastic spoons lying around here in the house, maybe we could use those. =D
Plastic Spoon Witch
By: Amanda Formaro
Difficulty: Easy
Age: 6 and up
By: Amanda Formaro
Difficulty: Easy
Age: 6 and up
This fun craft can be as intricate or as simple as you like. Adjust the details to make it simpler for younger children by eliminating her belt buckle, necklace, and teeth.
What you'll need:
Plastic spoon
½ sheet of lime green felt
½ sheet of purple felt
1 sheet of black felt
½ sheet tan felt
Small scrap of white felt
1 lime green chenille stick
2 small wiggle eyes
1 miniature light green pom pom
10 miniature light purple pom poms
1 gold chenille stick
Scissors
Hot glue gun
How to make it:
1. Cut a square of lime green felt large enough to fold over and completely cover the top portion of the spoon. Set aside.
2. Place spoon, round side facing down, on top of the green felt. Only the top section of the spoon will be wrapped, not the handle. Place a dot of hot glue onto the back of the spoon to tack it in place. Wrap the felt completely around the spoon top, gluing as you go, tucking and gluing ends of the felt into the back side of the spoon.
3. Cut out two identical dresses from the black felt. Lay one on the work surface and place spoon on top, positioning it so the top of the handle lines up with the neck. Place the other dress directly on top and tack in place at the shoulders and neck area. DO NOT glue.
4. Cut lime green chenille stick into four equal pieces. Fold each piece in half. Insert, open end inward so that loops are sticking out (these are the arms and legs) and glue in place. Now glue the rest of the dress together.
5. Cut a strip of purple felt for the belt, wide enough to cover the waist area. Tack seams in the back. Cut a square from the black felt for the buckle. Cut a smaller square out of the center of the larger square and set the small piece aside to use on the hat. Glue buckle to the front of the belt.
6. To make the hair, cut a four inch by three inch rectangle from purple felt. Use scissors to fringe one of the long sides. Tack to the back of the “head”, lining up the center of the felt hair with the top third of the spoon. Wrap hair around the head and trim where needed. Glue in place. Note: You’ll want to leave about a quarter-inch gap around the forehead area.
7. Cut two identical hats from the black felt. Just as you did with the dress, lay one hat on the work surface, place the head on top and then arrange the second hat on top of the head. Line up hats and glue in place.
8. Cut a skinny strip of purple felt out for the hat band and glue in place as you did with the dress belt. Glue the small black square you cut from the belt buckle to the center of the hat band.
9. Add a necklace by piping some hot glue around the neckline of the dress and place light purple miniature pom-poms in place.
10. Cut a small point nose from the lime green felt and glue just the large end of it to the center of the face so that the it sticks out a bit.
11. Cut out a tiny strip of white felt and cut it into four small squares. Glue on for the mouth.
12. Glue on a miniature green pom-pom near her chin to create a wart. Glue on two wiggle eyes.
13. Cut an eight inch by three inch rectangle from the tan felt. Use scissors to fringe one end, about two inches inward. Roll up the felt to create the broom bristles and glue together as you roll. Insert gold chenille stems into the bottom end of the bristles and glue in place. Tie a thin strip around the base of the broom and trim the ends. Insert the bottom of the broom handle through the loop hand and down to the foot. Tack with glue to the hand and the foot.
1. Cut a square of lime green felt large enough to fold over and completely cover the top portion of the spoon. Set aside.
2. Place spoon, round side facing down, on top of the green felt. Only the top section of the spoon will be wrapped, not the handle. Place a dot of hot glue onto the back of the spoon to tack it in place. Wrap the felt completely around the spoon top, gluing as you go, tucking and gluing ends of the felt into the back side of the spoon.
3. Cut out two identical dresses from the black felt. Lay one on the work surface and place spoon on top, positioning it so the top of the handle lines up with the neck. Place the other dress directly on top and tack in place at the shoulders and neck area. DO NOT glue.
4. Cut lime green chenille stick into four equal pieces. Fold each piece in half. Insert, open end inward so that loops are sticking out (these are the arms and legs) and glue in place. Now glue the rest of the dress together.
5. Cut a strip of purple felt for the belt, wide enough to cover the waist area. Tack seams in the back. Cut a square from the black felt for the buckle. Cut a smaller square out of the center of the larger square and set the small piece aside to use on the hat. Glue buckle to the front of the belt.
6. To make the hair, cut a four inch by three inch rectangle from purple felt. Use scissors to fringe one of the long sides. Tack to the back of the “head”, lining up the center of the felt hair with the top third of the spoon. Wrap hair around the head and trim where needed. Glue in place. Note: You’ll want to leave about a quarter-inch gap around the forehead area.
7. Cut two identical hats from the black felt. Just as you did with the dress, lay one hat on the work surface, place the head on top and then arrange the second hat on top of the head. Line up hats and glue in place.
8. Cut a skinny strip of purple felt out for the hat band and glue in place as you did with the dress belt. Glue the small black square you cut from the belt buckle to the center of the hat band.
9. Add a necklace by piping some hot glue around the neckline of the dress and place light purple miniature pom-poms in place.
10. Cut a small point nose from the lime green felt and glue just the large end of it to the center of the face so that the it sticks out a bit.
11. Cut out a tiny strip of white felt and cut it into four small squares. Glue on for the mouth.
12. Glue on a miniature green pom-pom near her chin to create a wart. Glue on two wiggle eyes.
13. Cut an eight inch by three inch rectangle from the tan felt. Use scissors to fringe one end, about two inches inward. Roll up the felt to create the broom bristles and glue together as you roll. Insert gold chenille stems into the bottom end of the bristles and glue in place. Tie a thin strip around the base of the broom and trim the ends. Insert the bottom of the broom handle through the loop hand and down to the foot. Tack with glue to the hand and the foot.
Notes:
Simplify this craft by eliminating the small details.
To make this a puppet, leave the bottom of the dress open so that your child can reach inside and hold the handle.
If you like, switch out the purple hair and use a dark green instead.
Note: Hot glue adheres faster but can burn little fingers. While the burns aren’t severe, they will produce tears. A parent should handle the hot glue gun or you can use white craft glue as an alternative. White craft glue will take longer to adhere and will require longer drying times.
Monday, October 1, 2007
PLAYING BINGO
Nikki and I enjoy a game of (kid) bingo during rainy days. I love that Nikki is learning to lose gracefully. I am so proud of him. He now knows that having fun and doing your best is more important than always winning. Anyway, Ethan is not really interested to play, but I'm pretty sure that when he is bigger, we will be playing as a family. =D
This is the bingo I bought for Nikki (kid version).
Here he is, trying to get a number.
Aha! Number 25!
Nikki carefully puts the number on our checking list (of course we have to check our bingo numbers!). =D
Another number! Check your cards, sweetie!
Mommy and Nikki having fun on a rainy day.
This is the bingo I bought for Nikki (kid version).
Here he is, trying to get a number.
Aha! Number 25!
Nikki carefully puts the number on our checking list (of course we have to check our bingo numbers!). =D
Another number! Check your cards, sweetie!
Mommy and Nikki having fun on a rainy day.
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