Scarsdale Inquirer Kids! 2016

A SPECIAL SECTION OF

The Scarsdale Inquirer MARCH 11, 2016

PAGE 2A | THE SCARSDALE INQUIRER

INSIDE Staying safe on two wheels: Bicycle safety for kids ........... 6A Kids’ costumes are OK each and every day.................... 8A Kitchen rules for kids learning............................ 10A In case of emergency: Be prepared for anything with your young ones................. 17A Your picky eater: Life beyond chicken nuggets ................ 20A Young at art: Appreciation & participation are key for little ones............................ 28A

Ryan Blake West

R

COVER WINNER

yan’s first time in Central Park was the inspiration for his theatrical moment. The Scarsdale 4-year-old “found himself” at the giant Bethesda Fountain on a day when a man was making bubbles, people were walking their dogs and the fall foliage was in full effect.

“The area around it he felt a certain freedom that he never really experienced before,” his dad Matthew said. “It was a real sense of freedom and seeing New York City in the fall for the first time ever. When a child experiences that it gives them a sense of seeing the world in a different light.”

Ryan’s tremendous personality made passers-by think he was a star. There was even a request by one person wanting to take a selfie with Ryan. “They thought he was a star on TV,” Dad said. “It was a day we will remember all the time.”

Older sister Emma, a 7-year-old first-grader, has a close bond with Ryan.

“She really protects him and to a certain degree he protects her, too,” Dad said. “Of course, they fight like cats and dogs like any brother and sister.”

Ryan, who plays soccer and basketball on the weekends, attends preschool at the JCC of Mid-Westchester. But what he’s looking forward to is another trip to Central Park with his family.

PARENT’S GUIDE: News notes, summer camps & private schools ........... 32A -36A

Madeline Jane Rosen

ENDPAPER: Passing on the collection gene................... 37A

F

PRESCHOOL GUIDE PAGES 24A-27A

KIDS!

Sadie Philips

A special section of

P.O. Box 418, Scarsdale, NY 10583 914-725-2500 www.scarsdalenews.com PUBLISHER.......................Deborah G. White SECTION EDITOR..........................Todd Sliss ART DIRECTOR.................. Ann Marie Rezen ADVERTISING DESIGN......Katherine Potter ADVERTISING SALES.....Thomas O’Halloran, Barbara Yeaker, Marilyn Petrosa and Francesca Lynch ©2016 S.I. COMMUNICATIONS, INC. ALL RIGHTS RESERVED. REPRODUCTION IN WHOLE OR IN PART IS FORBIDDEN WITHOUT THE PUBLISHER’S WRITTEN PERMISSION.

DIVISION ONE WINNER

unny enough, the reaction in this photo of Madeline came from rabbits multiplying, sort of. Her dad was sitting next to her and he kept giving her new stuffed bunnies, much smaller than the large one she’s sitting on. Mom Jeanette realized the bunny this 18th-month-old was given a long time ago needed to have a long lifespan, so instead of buying her a bunch of replacements, they just bought her a bunch of new replicas of HER stuffed bunny and gave them to her.

“We realized we needed to get her a few more bunnies because she wants to bring Bunny everywhere and we were worried Bunny might get lost and we’d be in big trouble,” Mom said. “I happened to get a really good picture of her, which is rare because at her age you can’t get them to pose. It was a lucky shot.”

Madeline is a very hoppy — I mean happy — Scarsdalian and she loves showing off that smile.

She also loves books, which is not surprising since she’s been listening to them since before she was born. Her favorite is “Good Night, Gorilla.” She even gets the humor in her favorite page, when the gorilla sneaks into bed with the zookeeper. “I don’t know how she gets it, but she knows it’s funny,” Mom said.

Let’s just hope she appreciates the little brother she’s getting in July as much!

2016 Scarsdale Inquirer

The Scarsdale Inquirer

MARCH 11, 2016

Kids! Cover Contest Winners

Kids and dogs can be a perfect pair....................... 3A Let there be mess: Do children need disorder?........ 4A

KIDS!

W

DIVISION TWO WINNER

ith grandmother Lucille Chapnick living in Scarsdale and 3.5-year-old Sadie in Edgemont, it makes for plenty of time spent together during the week and on weekends. Lucille just can’t get enough of Sadie in real life and in this photo.

“She just looks so happy and outgoing,” Lucille said. “She’s just bringing the world into her. Something made her laugh and she was just hugging herself. She’s very bubbly. She’s like an actress.”

While it’s not quite acting, Sadie was on “The View” recently, modeling some clothing with Whoopi Goldberg walking with her. “She’s very comfortable being with other people,” Lucille said. “There’s always a smile on her.

She’s cuddly and huggy. She’s a very outgoing person.”

In addition to collecting and playing with Shopkins, Sadie loves fashion and she’s been putting together her own outfit for her uncle’s wedding.

She also loves shoes… and her 9-year-old ice hockey-playing brother Zachary, too.

MARCH 11, 2016

KIDS!

THE SCARSDALE INQUIRER | PAGE 3A

Kids & dogs can be a perfect pair

BY MAJA TARATETA

Y

ou were wandering around your neighborhood pet store with your toddler, “just to look,” you said. Your child had been asking for a dog ever since visiting the house of a friend who had just gotten a puppy. You were thinking of something more like a goldfish.

When suddenly, you turn into an aisle and a strange dog approaches, followed by his human. Instinctively, you pull your child back toward you and ask, “Is he friendly?”

With that, you may be unintentionally instilling a fear of dogs in your child.

Indeed, say experts, parents communicate their fears and apprehension about animals to their children in their words and actions. Making an animal lover of your child, they agree, takes a more measured approach.

For example, when a dog is coming toward you and your child, “Don’t pull your kids away and make them feel there is something to fear. People have to just relax when they have their kids around pets,” said Marcy Klein, manager and groomer at Furrylicious Pet Salon & Boutique in Scarsdale. “Parents have to convey a strong sense that this is a good thing.”

Dog trainer Jenn Michaelis, who runs the “Family Manners” program at the

Port Chester Obedience Training Club, agrees. She advises that one of the best ways to find out if a dog is friendly toward children is for parents to ask the dog’s human this precise question: “Would your dog like to say hi?”

“This gives people an easy out,” she said, instead of forcing them into the uncomfortable position of admitting, “My dog’s not friendly,” or, “My dog doesn’t

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like kids.”

Parents should also look for signs in the dog’s body language that it is friendly, like being “loose and wiggly with soft eyes,” Michaelis said. “Look for a dog that is looking to engage.”

Perhaps your child already has a fear of dogs. It’s even more important, then, to set a good example when introducing your child to animals, which can help al-

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leviate fears over time.

“Parents need to reinforce the positive and be a mirror to their children,” said Sarah Hodgson, a Katonah-based dog trainer also known as the Dog Mommy.

“Educate children that they communicate with their body language, not their voice.”

And, she advises, expose fearful children to calmer, older dogs.

Michaelis suggests finding a friend, neighbor or co-worker with a friendly dog and asking if your child could go for a walk with the two of them. If that goes well, perhaps they can go to a park or open fenced yard where the dog can run around. If the child isn’t yet comfortable giving the dog a treat from his or her hand, have him or her throw treats for the dog. “This empowers the child,” Michaelis said. “After a while, they think it’s fun to throw the treat. The child sees that they can control the dog.

“Play,” she said, “resolves fear.”

So can simply letting your children be around animals, even at a distance.

“Kids can be desensitized with exposure,” said Mike Woltz, VMD, director of Central Animal Hospital in Scarsdale. “Take kids to zoos, nature centers, pet stores, especially places that allow kids to touch.”

Whether or not children seem comfortable with animals, as Hodgson advised, parents should always teach their chil-

Baby Bonds

PAGE 4A | THE SCARSDALE INQUIRER

KIDS!

MARCH 11, 2016

Let There Be Mess!

Do children need a little disorder?

BY JENNIFER LEAVITT

C

hildren are such individuals, each with their very own set of quirks, traits, interests and talents. And yet almost all share a single striking talent in common: they can make a mess that puts a pigsty to shame and do so faster than a speeding tricycle. Their parents have something in common as well: a lacking enthusiasm for this particular talent.

While it is always nice to keep our houses showroom presentable, children know something that many grownups have forgotten: making a down and dirty mess is both fun and educational.

Life with children brings dirt-filled fingernails and mystery goo, rips, tears, spills and knots, new shapes, colors, and smells that we are pretty sure we’ve never encountered before. Later, adolescents bring their own brand of mess to the table. And it’s all good.

Children don’t make messes simply because they are not yet trained otherwise. They make them to learn and explore, create and experience, with sights, sounds and feelings aplenty. They make them to express themselves and to be independent.

Few tykes can resist an interaction with puddles, leaves, twigs, shells, rocks or mud. These experiences teach them about science, math, weather, physics, botany, chemistry, art, and even themselves.

To a young child, the backyard is a playground to conquer, a frontier to discover and a country to found as he runs, climbs, searches, touches, smells, observes and creates. Moats can be crafted from rainwater and castles built of mud.

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between neurons at synapses, wiring a child’s brain for tasks and challenges she will take on far in the future. Every time we interrupt this process or scold them for the mess, we unwittingly discourage this source of cognitive and emotional development.

Inside, a child’s world of learning might continue with an impromptu kitchen experiment or art projects. Baking teaches measurement and math, planning and execution. In the well-stocked art nook, and with random materials made available from all over the house, a child can unleash creativity without restraint. (Because most adults aren’t quite ready to redecorate the entire house in nouveau paint splatter, it’s a great idea to find a dedicated spot for messiness and creativity, where spots and stains enhance the mood.)

Can’t all this happen without the mess? Not really; at least not as well. A water table, sand box or color-by-number set may be perfectly acceptable playthings, but they create limits well beyond what children will find in a world that hasn’t been planned out just so for them.

The real world has nooks and crannies.

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It has cobwebs. And it offers a concert of sensory experiences.

Today’s research tells us that, when integrated, visual and auditory information make twice the impact and are critical to our ability to track moving objects or even walk and listen to music at the same time.

Sensory integration, the neurological processing and merging of messages from the body, mind and environment, enhance learning as well as emotional regulation, development of daily life skills and appropriate behavior. With so many 21st century children in structured, organized and predictable environments, health professionals are seeing more cases than ever of sensory integration disorders. In fact, some modern occupational therapists who work with these children play “human sundae,” slathering themselves and each other with hot fudge, caramel, whipped cream and a wide variety of other substances, singing and screaming all the while. Yes, this is therapy.

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visual, auditory, and tactile learning to students, whether naturally or through formal education. People of all ages are far more likely to adapt in every way, assimilate, remember and function, when there is a strong sensory component to that learning.

Stephanie Scanlon, director at St. Matthew’s School, has seen how important it is to let children explore. She believes in nurturing creativity in an environment that is safe to explore for children, “attending to both minds and hearts.”

Even having a messy room may hold more value than parents could ever imagine. If children are taught to clean up after their messes in shared spaces (after activities are complete) and are responsible with age-appropriate chores and responsibilities, allowing some mess in their personal spaces gives them a sense of autonomy and empowerment.

It allows them the joy of choice. Orderliness can be a virtue, but the world is far less orderly than man has ever been. Perhaps our mission as humans is to make sense and order out of our crazy world.

After all, as someone wise once said, “All great changes are preceded by chaos.”

MARCH 11, 2016

Kids & Pets CONTINUED FROM PAGE 3A

dren the basics of interacting with pets, and they should emulate proper etiquette when they themselves engage with animals. One important tip Hodgson stresses: Parents should reinforce the positive when correcting children about their interactions with pets; for example, telling their children “gentle” instead of “don’t.”

Other important basics: When meeting a new dog, offering a hand to sniff is appropriate, but should be done with a closed fist. Animals should be petted with flat hands that move from the head to the tail. Treats — always a good way to an animal’s heart — should be offered from flat, open palms. “Dogs work for food,” said Woltz. “Feed them and they shall come.”

If you know you are ready to add a dog to your family pack, those with young children should consider adopting older, trained, shelter dogs, especially larger breeds, say the experts. “Havanese are amazing with kids,” said Woltz. “And Golden Retrievers. And Westies.”

Although adorable, small and seemingly the perfect size for your child, puppies can be overwhelming to young children. They jump. They nip. They teethe.

And dogs that remain small even as they age (think Chihuahua or Jack Russell Terrier) also tend to be more nippy and less kid friendly.

But each breed is, of course, different.

“People sometimes spend more time choosing where to go out to dinner than picking out a dog,” lamented Woltz, who

KIDS!

advises some serious research before jumping into pet ownership. “Parents also have to realize that they are going to be doing most of the work” taking care of the pet, and that, depending on the breed, the pet will likely still be living in the house when the children have left for college and careers.

Pets, in return, teach beneficial life lessons to children. Children, even those who are very young, can certainly help to care for a pet, including feeding and grooming with parental supervision.

They can also take more responsibility for pets other than dogs, like fish and guinea pigs, both of which Woltz highly recommends as great pets even for very young kids.

“I think every kid should have something to care for,” said Klein of Furrylicious. “They learn to be responsible for another living thing and to be compassionate.”

It’s important to pick the right pet for your family, and some clearly take more work than others. While Woltz advises that ferrets, gerbils and hamsters are not generally good pets for families with young children, cats, birds, turtles, rabbits, guinea pigs and fish can all make good family additions. Parents should, however, take the time to research what’s involved in care and li festyle requirements for any animal they are considering adding to their household.

And while it’s important to pick the right pet for your family, for many, dogs clearly have the upper paw.

Perhaps Klein summed it up best: “Dogs want to please you, make you happy and be your best friend,” she said.

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KIDS!

MARCH 11, 2016

Staying safe on two wheels

I

t’s a beautiful day — the sun is shining, the birds are chirping. What could be more perfect than a bike ride? But wait! Before you pull your bike out of the garage, let’s find out how to stay safe on two wheels.

Why is bicycle safety so important?

Bike riding is a lot of fun, but accidents happen. The safest way to use your bike is for transportation, not play. Every year, about 300,000 kids go to the emergency department because of bike injuries, and at least 10,000 kids have injuries that require a few days in the hospital. Some of these injuries are so serious that children die, usually from head injuries.

A head injury can mean brain injury.

That’s why it’s so important to wear your bike helmet. Wearing one doesn’t mean you can be reckless, but a helmet will provide some protection for your face, head and brain in case you fall down.

A helmet how-to Bike helmets are so important that the U.S. government has created safety standards for them. Your helmet should have a sticker that says it meets standards set by the Consumer Product Safety Commission (CPSC). If your helmet doesn’t have a CPSC sticker, ask your mom or dad to get you one that does. Wear a bike

helmet every time you ride, even if you are going for a short ride.

Your bike helmet should fit you properly. You don’t want it too small or too big.

Never wear a hat under your bike helmet.

If you’re unsure if your helmet fits you well, ask someone at a bike store.

Once you have the right helmet, you need to wear it the right way so it will protect you. It should be worn level and cover your forehead. Don’t tip it back so your forehead is showing. The straps should always be fastened. If the straps are flying, it’s likely to fall off your head when you need it most. Make sure the straps are adjusted so they’re snug enough that you can’t pull or twist the helmet around on your head.

Take care of your bike helmet and don’t throw it around. That could damage the helmet and it won’t protect you as well when you really need it. If you do fall down and put your helmet to the test, be sure to get a new one. They don’t work as well after a major crash.

Many bike helmets today are lightweight and come in cool colors. If you don’t love yours as it is, personalize it with some of your favorite stickers. Reflective stickers are a great choice because they look cool and make you more visible to people driving cars.

Helmet on, now what?

Riding a bike that is the right size for you also help keeps you safe.

• When you are on your bicycle, stand straddling the top bar of your bike so that both feet are flat on the ground.

• There should be 1-3 inches (2.5-7.6 centimeters) of space between you and the top bar.

Here’s a safety checklist your mom or dad can help you do: • Make sure your seat, handlebars and wheels fit tightly.

• Check and oil your chain regularly.

• Check your brakes to be sure they work well and aren’t sticking.

• Check your tires to make sure they

have enough air and the right amount of tire pressure.

Be seen, be safe!

Wearing bright clothes and putting reflectors on your bike also can help you stay safe. It helps other people on the road see you. And if they see you, that means they’re less likely to run into you.

Daytime riding is the safest so try to avoid riding your bike at dusk and later.

You’ll also want to make sure that nothing will get caught in your bike chain, such as loose pant legs, backpack straps, or shoelaces. Wear the right shoes — sneakers — when you bike. Sandals, flip-flops, shoes with heels and cleats CONTINUED ON THE NEXT PAGE

Hand Signals It will also help to learn some hand signals. These are like turn signals and brake lights for bikers. It helps cars and trucks know what you will do next, so they don’t run into you.

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won’t help you grip the pedals. And never go riding barefoot! Riding gloves may help you grip the handlebars — and make you look like a professional.

Avoid wearing headphones because the music can distract you from noises around you, such as a car blowing its horn so you can get out of the way.

Where to ride You need to check with your mom and dad about where you’re allowed to ride your bike. You need to know how far you’re allowed to go and whether you should ride on the sidewalk or in the street. Kids younger than 10 years should ride on the sidewalk and avoid the street.

No matter where you ride, you need to keep an eye out for cars and trucks.

Even if you’re just riding on a sidewalk, a car may pull out of its driveway into the path of your bike. If you’re crossing a busy road, it’s best to walk your bike across the street.

A bike path free of cars is a great choice if there’s one in your area. Just remember to share the path with the other riders, walkers and strollers who also might be using it! And if you’re going on a long ride, bring some water along with you.

Keep an eye on the road ahead so you can be prepared for big hills and road obstacles. Some common ones that can cause falls include: • Wet leaves • Big puddles • Changes in the road or sidewalk surface • Storm grates

KIDS!

THE SCARSDALE INQUIRER | PAGE 7A

• Gravel or rocks • Curbs • Little kids in your way!

Road rules If you’re allowed to ride on the street, follow these road rules: • Always ride with your hands on the handlebars.

• Always stop and check for traffic in both directions when leaving your driveway, an alley or a curb.

• Cross at intersections. When you pull out between parked cars, drivers can’t see you coming.

• Walk your bike across busy intersections using the crosswalk and following traffic signals.

• Ride on the right-hand side of the street, so you travel in the same direction as cars do. Never ride against traffic.

• Use bike lanes or designated bike routes wherever you can.

• Don’t ride too close to parked cars.

Doors can open suddenly.

• Stop at all stop signs and obey traffic (red) lights just as cars do.

• Ride single-file on the street with friends.

When passing other bikers or people on the street, always pass to their left side and call out, “On your left!” so they know that you are coming.

This information was provided by KidsHealth®, one of the largest resources online for medically reviewed health information written for parents, kids and teens. For more articles like this, visit KidsHealth.org or TeensHealth.org. ©1995-2016.

The Nemours Foundation/KidsHealth®. All rights reserved. Reprinted with permission.

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KIDS!

MARCH 11, 2016

Kids’ costumes are OK each and every day

I

BY LINDA LEAVITT

t all begins with shoes. Before they know about Halloween or Superman, little tots like to slip into Mommy’s heels or Daddy’s sandals and clomp around the house. Proud of their new mobility, they associate big shoes with independence.

By the time they are 2, many toddlers develop strong opinions about fashion.

They insist on wearing the Thomas the Tank Engine T-shirt or pink tutu every day, everywhere, no matter the occasion or temperature.

This can be a source of stress for some moms and dads.

But Stephanie Buck, a psychotherapist and expressive arts therapist in Hastingson-Hudson, says favorite clothing makes a child feel good or special. She advises parents to be sensitive to these early preferences. “There’s a reason the child is doing it,” she said. “It’s like a security blanket. I wouldn’t get upset about what a child is wearing unless it’s a health issue.”

It threatened to be a health issue when 2-year-old Oliver adamantly refused to put on a jacket and hat in cold weather. Luckily for his exasperated mom, he loved the Elmo costume he had worn on Halloween, and never tired of being recognized by strangers on the street. Elmo’s

fur kept Oliver warm at the neighborhood playground until January when he finally agreed to put on a jacket.

“Children’s clothing today often resembles costumes,” observed Buck. “Superhero T-shirts, for example, make kids feel safe and powerful.” She said when her son was 3, he was excited and a little nervous to go on his first playdate at a neighbor’s house. “Do you have any capes?” he asked his hostess. He needed that superhero accessory to help him feel safe in a new environment.

In addition to superheroes with magic powers, policemen and teachers are favorite authority figures for little ones to impersonate. Pretending to be in charge can help them internalize the warnings and instructions they hear every day and — if parents or babysitters play along — the occasional role reversal can be a healthy way of channeling a child’s aggression.

Role playing in school In area nursery schools, noncommercial costumes and dramatic play are an important part of the curriculum.

The children at St. James the Less Nursery School in Scarsdale act out everyday situations that they have observed and experienced and also create fantasy situations.

CONTINUED ON THE NEXT PAGE

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“Role playing allows the imagination to kick into high gear while developing social skills, cooperative play, teamwork and learning to share and compromise,” said director Cheryl Smith. “Gross and fine motor skills are developed when the children act out activities like being a dancer, farmer or construction worker. As they reach, grasp, button, snap and balance many different muscle groups are developed.”

Three-year-olds at St. James can independently put on and take off vests depicting members of various professions.

“Favorites are the doctor and vet,” Smith said. “They use these costumes to ‘take care of’ and ‘examine’ our babies and animals.”

In the 4s classroom, dress-up and roleplaying are taken a step further. “While we have vests, purses, jewelry and other props, the children lead the way in creating scenes where stories can be acted out,” Smith said. “We have a large loft that often, at their suggestion based on what we have been discussing in class, takes on different scenarios.”

This year, the children worked as a team to create a Christopher Columbus ship, a haunted house, a gingerbread house, a Nativity tableau and an igloo. They made costumes out of paper bags, cardboard boxes, felt and other materials. “The socialization, cooperation and teamwork have been priceless,” Smith said.

Classrooms at Kol Ami Early Childhood Center in White Plains have areas devoted to child-directed role-playing where

KIDS!

children can enact family and school dramas or pretend to be chefs or princesses.

Dress-up can be especially helpful for a shy child. “They can become someone else when they put on a costume,” said Allison Fiore, a teacher of 3-year-olds. She added, “What they’re wearing may not have much to do with the story they act out.”

At Kol Ami, firemen have been known to wear tutus and policemen to cook for dinosaurs. “They can be anything they want,” said Fiore. “They create story lines I would never have thought of.”

The teachers don’t discourage this mixing and matching, nor do they discourage boys from dressing like princesses. “We never say you’re a boy, you can’t wear that,” said another Kol Ami teacher, Meredith Cohen.

Nadine Larit, a teacher of 4-year-olds at Kol Ami, said the kids don’t need any guidance — they take turns playing the preferred roles of mother or big sister.

“They work things out on their own,” she said.

In fact, teacher involvement can inhibit the children. “If they notice a teacher is watching, they revert to shyness,” Cohen said. “When you’re not watching they are more uninhibited.”

Therapist Buck believes, “All children need to try on different identities by wearing different kinds of clothing in different contexts.” The roles and disguises they choose are constantly changing: today’s dinosaur or fairy princess may be tomorrow’s doctor or chef. It’s all part of the work — and fun — of early childhood.

THE SCARSDALE INQUIRER | PAGE 9A

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KIDS!

PAGE 10A | THE SCARSDALE INQUIRER

MARCH 11, 2016

The kitchen rules for kids learning

BY LAURIE SULLIVAN

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et into that kitchen, rattle those pots and pans…” or so that old rock song “Shake, Rattle and Roll” goes. But before you start cooking with your child it’s best to find an age-appropriate, t diverse kid-friendly recipe and make a list of any ingredients you don’t have. Then make a st riding trip to the market with your child to pick e lessons up what you need. dvantage Read through the recipe, organize the questrian ingredients and get out those measurc Teams, ing cups and spoons, bowls, whisks and ng year- wooden spoons, whatever equipment you’ll need so you’re completely orga30am to nized. Get out those aprons, one for you s and the and one for your child. Make sure you both wash your hands before you start and you’re ready to roll.

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"Where

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CONTINUED ON THE NEXT PAGE

Set on two campuses each has its own indoor arena, 55 stalls each, lighted outdoor arenas, paddocks with hay feeders, heated tack rooms and wash stalls. The North Barn is home to the Riding Academy, Drill Team and Therapeutic Riding Program while also hosting the interscholastic (IEA) shows and schooling Twin Lakes Farm is Farm Westchester’s largest most win Lakes istheWestchester’s largest and shows.

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The North Barn is home to the 960 California Road, Bronxville, • 914-961-2192 Riding Academy, Drill Team and Therapeutic Riding Program Whether it’s children’s lessons, lessons, riding teams, showing competitively or recrewww.TwinLakesFarm.com adults while alsoriding hostingthere the interscholastic (IEA) shows and schooling ational is something for everyone at Twin Lakes Farm which is why we are OF THEBarn COUNTY OF houses WESTCHESTER PARKS, & CONSERVATION shows. TheA FACILITY South theRECREATION boarders and show team while © hosting nine USEF shows each year.

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MARCH 11, 2016

THE SCARSDALE INQUIRER | PAGE 11A

Involve kids in the whole process

CONTINUED FROM THE PREVIOUS PAGE

relaxed. With younger children choose a time when he or she is well rested so no one gets easily frustrated.

According to kidshealthy.org, start with simple dishes with fewer than five ingredients so your child won’t have to wait while you handle a complicated step. The site recommends a salad or an easy muffin recipe for a starter recipe.

You can also use premade pizza dough or pizza shells and organize a pizzamaking assembly line where kids can choose their own sauces, cheese and toppings as another kid-friendly way in which children can participate.

Learning to cook teaches little ones the fundamentals of math, science and nature while improving their hand-eye coordination and makes them attentive to reading and writing, according to allrecipes.com. Preparing food with kids gives them the opportunity to explore where food comes from and prepare foods in a healthy way.

Plan in advance what tasks your child can do independently. Younger children can help you pour your ingredients into a bowl. Keep in mind that cooking with kids is going to be messy, so relax and just go with it.

For advice on how to make cooking and baking with kids the ultimate – and delicious – shared family experience, we talked to the pros for their top tips and recipes. Here’s what they had to say about how to give kids basic, lifelong skills they’ll take with them long after they’ve left the nest.

Longtime children’s cooking teacher Judie Dweck recommends parents take kids along to shop for ingredients. “That’s kind of exciting for them to see the ingredients that go into food,” she said.

Dweck, who teaches a weekly cooking class for kindergartners through secondgraders at Edgewood Elementary School in Scarsdale, stressed there should always be an adult in the kitchen with kids and they should be given a set of rules, including having girls pull back their hair. Kids are allowed to use a very blunt knife, but Dweck does it with them. She suggests kids help organize the cooking projects and help by taking out pots and pans and depending on their age, read the recipe with them. She introduces a recipe by saying, “We need,” which is the list of ingredients and, “We do,” which are the steps involved in making the recipe to simplify the process.

Children can help with the mixing, emphasizing that it’s good to do as many things as possible by hand. Watching butter turn from a solid into a liquid when heated teaches them science. Cooking “teaches them all the things they’re learning in school,” Dweck noted.

Another benefit of cooking is exposing kids to new foods and combinations.

Dweck said when kids are helping with the preparation, “You’d be amazed that they’ll try things they’ve never eaten,” noting how important it is to try new things.

In Dweck’s classes, the kids bring home ready-to-cook (or bake) food with

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KIDS!

MARCH 11, 2016

Kids in the kitchen CONTINUED FROM PAGE 11A

recipes. If they come back and tell Dweck they didn’t like what they’ve made she tells them their taste changes every day and they might like it the next time.

Asked if 2 years old was too young to help in the kitchen, she replied, “Not really,” because they can do “very, very simple things, with fewer jobs for them to do. They can put different toppings on pizza or sprinkles on cupcakes.”

Many boys and girls have taken Dweck’s classes multiple times. Some have gone into the culinary field.

“They’re much more savvy, more familiar than you’d expect … they watch cooking programs on TV,” Dweck said.

She added, “By cooking something yourself, it gives them a sense of pride … real satisfaction.”

The main ingredient is fun Kids are learning to cook in afterschool programs, at birthday parties and private parties at home virtually all over the county thanks to Kids Cookery, a cooking program owned and operated

by Ester Sharpe, who employs eight instructors in addition to herself. Through the program, kids are learning cooking and baking skills, with the main ingredient being fun.

Kids Cookery has given classes for the Girl Scouts at the community center in Ardsley; private parties in the Rivertowns; at nursery schools and the Little

Judie Dweck’s ABC Quesadillas (makes 6) Ingredients: • 12 8-in. flour or whole wheat tortillas • 2 cups diced peeled apples • 2 cups chopped broccoli • 2 cups corn kernels • 1 Tbsp. olive oil • 1 medium onion, chopped • 1 pound shredded cheddar cheese • salt and pepper, to taste Directions: Put oil in a skillet and saute the onion in it until golden.

Add the broccoli, corn and apples and toss for 5 minutes. Carefully remove from the heat. Cool. Place six tortillas on a baking dish and divide the sauteed vegetables among them. Sprinkle the cheese on top of the tortillas and sprinkle each with salt and pepper. Press the six remaining tortillas on top of the tortillas on the baking dish. Preheat oven to 400 degrees and bake the quesadillas for about 10 minutes or until the cheese is melted. Cut each quesadilla into quarters and serve.

Kids Cookery Zucchini Cinnamon Bars

Pound Ridge Montessori Apple Sauce

Ingredients: • 1/2 cup packed brown sugar • 1 cup flour • 1/2 teaspoon vanilla • 1 teaspoon baking soda • 1/4 cup softened butter • 1/2 cup shredded zucchini • 1 egg • 1/2 teaspoon ground cinnamon

Ingredients: • 6 pounds mixed apple varieties (we use Granny Smith), peeled, cored and chopped into small pieces (by children) • 1 cup apple juice or water (we use water) • juice of 1/2 lemon • 1/2 cup light brown sugar • 1 teaspoon cinnamon (we don’t add)

Directions: 1. Preheat oven to 350 degrees.

2. In a large bowl, mix brown sugar, butter, vanilla and egg until well blended.

3. Stir in the flour, baking soda and cinnamon.

4. Stir in the zucchini. Mix well. Batter will be thick.

5. Spoon into pan and bake for 25-30 minutes or until toothpick inserted comes out clean.

6. Cool completely and cut into bars. The bars are delicious toasted!

Directions: Keep chopped pieces of apple in cold water before cooking. Throw the apples, apple juice or water and lemon juice into a pan and bring it to a boil over medium-high heat. Lower the heat and simmer until the apples are soft, about 15-30 minutes. Stir through the sugar and mix until melted. Add the cinnamon and stir through. If not using right away, leave to cool and then refrigerate. We serve it cold. Kids love it!

CONTINUED ON PAGE 14A

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KIDS!

THE SCARSDALE INQUIRER | PAGE 13A

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PAGE 14A | THE SCARSDALE INQUIRER

Kids in the kitchen CONTINUED FROM PAGE 12A

School, where the kids are 3 and 4; at Alcott Nursery School in Scarsdale and Ardsley; Greenacres and Fox Meadow schools; and schools in Rye, White Plains and Larchmont. After-school programs are for grades k-5.

Sharpe said classes last 45 minutes because of the average little one’s attention span. Each school has a different schedule, but each session runs between eight and 12 weeks with classes given once a week. Kids Cookery has done a four-week theme program. “When it is fall, we bring in the best fresh ingredients suitable to that time of year and make recipes that correlate to the season,” Sharpe said. “Now we’re doing Irish soda bread.

We’ll be doing Mexican flatbread.”

Kids are ready to cook at age 3 according to Sharpe because they are very curious and have an interest. They’re comfortable touching the ingredients, which they mix. Sharpe tells the kids there is no competition. She tells the kids that every child is making the same recipe and has the same amount of raisins, the same amount of ingredients. “I think it’s very important that there’s no competition.

There’s no going first or last,” she said.

Recipes have to be easy so kids don’t get frustrated. The children are always pleasantly surprised with the results and proud when they share the fruits of their labors with their families.

Unlike other schools where there is no facility to cook (kids take home the uncooked or unbaked recipe to make at

KIDS!

home), the kindergarten and first-grade classes at Fox Meadow School actually cook there and taste what they’ve made.

Before each class the instructors identify each ingredient that the kids will be using. The following week the kids are asked how they liked what they made.

Sharpe relayed that stories the kids tell “are so funny. Some kids will say their father ate all of it, etc. It’s a wonderful reward.”

For safety’s sake, 3-year-olds are not allowed to handle knives, but rather break things into pieces, which also gives them a tactile experience. Sharpe said 3-yearolds are ready to learn to cook, noting they’re very curious. They teach the kids very basic good home comfort food recipes. Each child has the hands-on experience of making apple raisin muffin bars to bring home with the finished recipe and cooking/baking instructions.

“It’s a shared experience for children,” Sharpe said. “It encourages them to make food they never ate before. It opens up new horizons for eating new foods.”

Kids learn how to mix, measure, and use measuring cups and measuring spoons, rolling pins, whisks, all of which are child-safe utensils. They use a childsafe chopper, which instructors help them with. Kids are encouraged to learn to measure because it teaches math.

“They’re excited when they see a whole piece and then see it in pieces,” Sharpe said. The program emphasizes the importance of following instructions. After they make a recipe, they can be creative and do variations, try new things.

Some kids will try a little bit of something they’ve made where they wouldn’t

have done so at home. Kids will sometimes say they don’t like spinach so Sharpe has them put in half the amount of spinach for a spinach bread recipe and tells them someone in their family will like it. Other foods they’ve made include zucchini cinnamon bars, my first lasagna, spinach cups or bread and applesauce raisin muffins which they love, according to Sharpe. Homemade soft pretzels are also a big hit.

They balance sweet recipes like oatmeal cookies and brownies with fresh healthy food. At the end of a session the kids are given a cookbook with printed recipes and cooking directions of all the recipes they have made.

Among the many skills the kids learn is how to crack an egg, about which Sharpe said, “Nothing gives them more satisfaction.”

Kids Cookery runs classes in summer camps where they cook every day on the premises and kids make an edible carrot garden.

The best part of cooking and baking according to Sharpe? “It brings people together.”

Doing it themselves At the beginning of the school year, Pound Ridge Montessori students ages 2-5 learn to take care of themselves in the kitchen, according to director and teacher Grainne Belloti. The students are taught how to pour water accurately without spilling. At snack time they serve and clean up after themselves.

Belloti stressed the kids are taught to take care of themselves, including helping themselves to whatever sea-

MARCH 11, 2016 sonal snacks are in the room, including clementines. Manners are stressed, with students serving others before they serve themselves. The older kids help the younger ones.

“Every week of the year there’s a child who is responsible for snack,” Belloti said. “They go to the store with a parent.

We always have applesauce and cheese, always healthy.”

One of the kids’s favorite activities is making butter, even though it’s simple.

Belloti said they love doing it “because it’s such a transformation.” It’s also like a science event. The school has a mini oven and a hot plate, so everything they need is in school, including a refrigerator. Some recipes the kids have made include muffins, vegetable soup and applesauce.

In May, Belloti said they have an outdoor event with kids making their own juice that they turn into ice pops by freezing the juice. In the spring, the students have a garden where they plant seeds and learn where food comes from.

“They learn confidence,” Belloti said.

A few times a year they make food for big events, including Thanksgiving.

For Valentine’s Day, the children made chocolate hearts, which they take home.

Other recipes they enjoy in school. Belloti said what the kids make has changed over the past 46 years the school has existed, but cooking has always been a part of it.

They learn to use a dustpan as part of cleanup. “They love that,” Belloti said. “Whenever there’s a spill, everyone comes running.”

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KIDS!

Five questions to ask your child at homework time The right amount of help to offer during homework time is a topic of uncertainty for many parents. How involved should you be? What types of issues should your child work on independently, and when should you step in to help?

The short answer is that generally, your involvement in your child’s homework should be limited (and if an assignment requires you to be a part of it, the teacher will let you know). The goals of homework, after all, are to enhance classroom learning and build a student’s independence and responsibility. However, there are appropriate ways to support your child that will further his or her learning.

One of the easiest things you can do is ask your child questions that encourage problem-solving, reflection and critical thinking. Here are five questions parents can ask their children as they complete homework: • What’s on today’s homework to-do list?

Children should start every homework session with a plan in front of them, complete with a list of assignments for each class or subject. Asking your child to quickly walk you through this checklist each day will help your child better organize his or her time and deter procrastination.

• What is at the top and the bottom of the priority list? Even with a to-do list, some children need help prioritizing homework. You can help your child be more efficient by asking him or her to divide homework into three categories: items due the following day, items due this week and items coming up (i.e. an exam or big project). The highest priority items should also be organized into estimated length of time and tackled from there (some children might prefer to complete difficult/longer tasks first, while others might choose to knock out the easier/shorter items).

• Do you understand the assignment?

It’s a good idea for parents to help children think through their assignments by confirming that they are clear on what they are expected to do. If your child is unsure about an assignment after reading the directions several times — and consulting with you for help — he or she should plan to approach the teacher for clarification during the next class.

• What do you need to understand or get “unstuck”? Teachers appreciate when children ask specific questions about a task or assignment, rather than make the nonspecific statement that they “don’t get it.” You can help by encouraging your child to identify areas where he or she needs additional information or precise aspects of the assignment that are unclear.

• How did you get to the answer? Parents can help their children reinforce their understanding of problems, concepts and assignments by having them explain the steps they took to come to a solution. This exercise helps children think through what they know — plus, setting the expectation that your child will need to explain his or her work to someone else fosters improved retention and recall.

Empower and encourage your child during homework time by asking the right questions, but remember to limit your assistance. Offering too many ideas or suggestions can rob your child of the opportunity to develop independence and grow as a student. If your child is overly frustrated, unmotivated or paralyzed when it comes to problem solving, there might be a bigger issue at play.

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THE SCARSDALE INQUIRER | PAGE 15A

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PAGE 16A | THE SCARSDALE INQUIRER

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KIDS!

THE SCARSDALE INQUIRER | PAGE 17A

Be prepared for anything with your young ones IN CASE OF EMERGENCY

BY ANTHONY R. MANCINI

M

any parents would consider a serious injury, illness or other emergency happening to their young child the unimaginable.

Despite the subject matter being unpleasant to many, doctors recommend parents or expecting couples learn prevention tips and learn how to deal with these emergencies, to either keep emergencies from happening at all or prevent them from becoming worse.

It is recommended for an expecting couple to consult with their child’s future physician in advance to talk about child heath and safety. Dr Peter Richel, chief of pediatrics at Northern Westchester Hospital in Mount Kisco, said throughout the course of a child’s early stages and before they are born, parents are briefed what they can do to make their children’s lives safer.

“At those well-child visits, not only do we examine, we go over growth, we go over development and then there’s anticipatory guidance,” Richel said.

“It’s, of course, promoting safety and

injury prevention.”

For instance, Richel said harm prevention can take many forms, such as having a correct car seat that adheres to safety standards, or gating off areas of the home where a child could fall.

Parents are also encouraged to take infant CPR courses. They are encouraged to give their children protective equipment such as helmets, knee pads and elbow pads when old enough to ride a bike, scooter or skateboard. It is also recommended to use mouth guards when children begin to play sports and that boys use athletic cups.

“Helmets protect the brain, so things like that, pads in the elbows, pads in the knees, all of these are worthwhile investments,” Richel said. “Yes, there is an expense, but what’s more precious to us than our children and keeping them safe.”

Richel gave one example of when an infant is sleeping in its crib. He recommended having no small toys in the crib that could pose a suffocation risk. He also recommends not allowing children to sleep on their stomachs, but to sleep on their backs instead. This is thought of

as a way to prevent sudden infant death syndrome.

Secondhand smoke is another factor to avoid around infants, as studies have shown that this might be an increased factor in increased sudden infant death syndrome rates.

Although prevention techniques can certainly help reduce exposing a child to harm, sometimes an emergency will slip through the cracks and parents must know what to do to keep a dire situation from becoming worse.

Cuts Dr. James Dwyer, the chief of emergency services at Northern Westchester Hospital, gave recommendations for common emergencies when children are involved.

If a child suffers from a bad cut and it is actively bleeding, Dwyer said to apply direct pressure with a clean towel or gauze for several minutes until the bleedCONTINUED ON PAGE 18A

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PAGE 18A | THE SCARSDALE INQUIRER

Emergency CONTINUED FROM PAGE 17A

ing stops. Raising the cut area above the level of the heart often helps stop the bleeding. If blood is spurting from the wound or the bleeding is brisk and does not stop after several minutes of direct pressure, 911 should be called. When the bleeding has stopped or is minimal, the wound needs to be cleaned.

Dwyer said cleaning a wound with soap and water, along with several minutes of copious irrigation of the wound with tap water, will go a long way to prevent infection. After cleaning, Dwyer said to cover the wound with a dry sterile dressing, such as an adhesive bandage or gauze. An antibiotic ointment such as bacitracin can be applied to superficial wounds. Deep cuts or cuts with separation of the wound edges may require repair.

“When in doubt, have the wound evaluated by a medical professional,” Dwyer said. “Most urgent care centers will treat simple lacerations, however, more complex lacerations are best treated in an emergency department.”

If a child has been keeping up with pediatrician visits, then they most likely would not need a tetanus booster, as immunization to tetanus is part of a child’s regular course of inoculations, according to Dwyer.

Bruises Another common injury is bruising, which is essentially bleeding underneath the skin. Dwyer said it is very common for children to receive an occasional

KIDS!

bruise and they might not remember how they had gotten them. However, he said, there are extraordinary cases.

“Frequent bruising that occurs on other parts of the body without a history of injury should prompt a visit to the pediatrician,” he said. “Bruising can be a sign of a medical problem or child abuse. If a bruise is especially painful, consideration should be given to the possibility of a broken bone or other more serious injuries.”

Breaks Broken bones are another common injury children might suffer. Dwyer said if a broken bone is suspected, a doctor would need to set the bone in place. In more extreme circumstances, such as if a bone is piercing the skin or if there is an obvious deformity to a limb, surgery may be required.

“If a child has significant pain or tenderness over a bone or joint after a fall or injury, or is unable to walk or bear weight, they should be evaluated by a medical professional,” he said. “X-ray studies may be indicated to determine if there is a fracture. If a child has an obvious deformity to one of their limbs after a fall or injury or has a bone protruding from the skin, they should be taken to the emergency department immediately for evaluation.”

Head injuries Kids can suffer head injuries, too, although it might be hard to tell if they received a bump on the head or something more serious, such as a concussion. Dwyer said to watch out for telltale symptoms such as vomiting, loss of con-

sciousness, confusion, lethargy, change in vision, unsteady on feet, difficulty walking, large bump on head, sleeping and unable to wake up, repetitive questioning or a severe mechanism of injury.

“If a child has no symptoms after a minor head injury and is acting normally, they can usually be watched closely at home,” Dwyer said. “I would encourage parents to call their pediatricians if they have any questions. Signs and symptoms of concussion can be delayed, so follow-up with your pediatrician for reevaluation is indicated.”

MARCH 11, 2016 buy fireproof clothing for their children.

There have been concerns in the medical community from harm caused by the chemical tris, which is a common fireproofing agent. He recommends clothing with a sun protection factor to prevent sunburn and lessen the risk of skin cancer later in life, especially for families that do a lot of traveling. He also recommends the use of sunscreen and bug repellant that is skin-safe, to prevent mosquito-borne illness. He said more heavy-duty insect repellants containing DEET could be used on clothing.

Burns

Electric shock

Regarding burns, Dwyer said superficial burns, which are characterized by redness and pain, can be treated with soap and water. More serious burns, called partial thickness burns, have blistering in addition to redness and pain.

These can also be treated by washing with soap and water and taking ibuprofen. Bacitracin ointment should be placed on the burned area and a sterile dressing applied. He said these burns require follow-up by the child’s pediatrician.

More serious burns need immediate attention. “Partial thickness burns to the head, face, ears, hands and genitals should be evaluated urgently in an emergency department,” Dwyer said.

“Full thickness burns are characterized by charred or white skin, exposed fat, bone, muscle or tendon. Call 911 for these burns. Burns to the mouth or airway passages can be extremely serious and require urgent evaluation in an emergency department.”

Richel does not recommend parents

Electric shock can also pose a hazard to children. Richel recommends electric outlet covers, as toddlers can become curious very early on. “You don’t want them finding a bobby pin and putting it in the hole, because they love to put stuff in the holes,” he said. “At 6 to 9 months, they begin to crawl and get real inquisitive.”

Dwyer said for high-voltage electric shocks that might be received from a downed electrical wire or lightning strike, call 911 immediately. Low-voltage electrical shocks, such as those received from household current flowing through electrical cords, appliances and outlets, should also receive attention from a doctor.

“Call the doctor or go to the emergency department for burns to the skin, any period of unresponsiveness, numbness, tingling, paralysis, vision, hearing or speech problems or any other concerning symptoms,” he said.

CONTINUED ON THE NEXT PAGE

To grandmother’s house we go…so be careful with medications It is no secret grandparents play an important role in the lives of their grandchildren. In fact, 72 percent of grandparents take care of their grandchildren on a regular basis and 70 percent of them see them at least once a week, according to the American Grandparents Association.

Therefore, it is important they are aware of potential dangers that lie within their household. One of the most common dangers is leaving out medication. In fact, in 3 of 4 emergency room visits for medicine poisoning, the child got into medicine belonging to a parent or grandparent, according to Safe Kids World Wide, a global organization dedicated to preventing unintentional inju-

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ries in children.

Rallie McAllister, MD, MPH, a family physician and coauthor of “The Mommy MD Guide to the Toddler Years,” encourages conversation, awareness and education surrounding children’s home safety. McAllister says that each year in the U.S., thousands of children are seen in emergency departments for accidental medication exposures, which can be fatal. The typical scenario involves a curious child finding and ingesting unsecured medication.

• Keep medication up high and out of sight of children. The orange bottle medications usually come in is bright and appealing to children. To them it may look like a toy that makes noise when

shaken or a fun game with pieces that can easily go straight into their mouth.

• Be sure the bottle is closed and secure with the safety lock. With a regular schedule of taking meds, it may be tempting for seniors to leave bottle tops

loose for easy access each time the medicine needs to be taken.

• Lock up your medication in a designated spot. Med-Master offers a variety of durable, flexible medication storage solutions that feature locking options including a three-digit combination lock or a wireless battery operated RFID lock to maximize security. In addition to being a locking storage unit, once opened, options include a pill-sorting tray for organization, a magnifying glass with LED light for easy label reading, as well as a magnetic dry erase kit for important reminders and notes.

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MARCH 11, 2016 CONTINUED FROM THE PREVIOUS PAGE

Poisons Household chemicals or medications can pose a severe risk for children if ingested. Dwyer recommends calling Poison Control immediately at 800-2221222 and having the substance on hand to be able to answer questions about it.

He said if the child is unstable, having difficulty breathing, is unresponsive or having severe symptoms, call 911. For household chemical exposure to the skin or eyes, copious irrigation for at least five minutes with tap water is recommended before a call to Poison Control is made.

Sometimes bottles of household chemicals might have instructions on what to do if the skin or eye is exposed to them or if they are swallowed. Dr. Dwyer said, however, that instructions on the chemical’s label might not always be the best advice.

“The first thing to do is to get on the horn with poison control because sometimes nothing is indicated,” Dwyer said.

“Sometimes it’s bad to do certain things.

Usually, we’re not inducing vomiting.

With a lot of these ingestions, you’ll be surprised that Poison Control does not send them to the emergency department.

They’re able to, based on the bottle of the substance and just from interrogating the parents, determine that it’s not the situation that warrants going to an emergency department, so it’s actually very useful for parents to call that first as long as the kid is stable.”

Richel said to keep chemicals and medications in locking cabinets and to keep them up high if possible. He said to not let children play with bottles of

KIDS!

chemicals or medication, even if they are “childproof.”

Fever Dwyer said fever is very common in children and is most often caused by the body’s natural response to fighting infection. Most fevers can be treated with acetaminophen or ibuprofen. However, he said, there are certain circumstances where a fever may indicate serious illness.

“Any fever of 100.4 or greater in a child less than 2 months of age requires urgent evaluation by a pediatrician or emergency physician,” he sawid. “The initial evaluation most often takes place in the emergency department. It can be extensive and include admission to the hospital for observation and antibiotic therapy. Current standards of practice dictate that all infants 28 days or less with fever be admitted to the hospital and placed on antibiotics until cultures are negative and the child is deemed well.”

Fever in a child between 2 to 3 months of age should prompt a call to the pediatrician, which might also require evaluation in an emergency department. He said older children who have fever and are lethargic, ill-appearing, complaining of headache, neck pain, stiff neck, trouble breathing, abdominal pain or painful urination should be evaluated urgently in the emergency department.

Choking Choking happens to many children and techniques are different for when

THE SCARSDALE INQUIRER | PAGE 19A

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Ten Tips For Keeping Kids Safe And Happy

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A few facts and hints can be a big help when it comes to caring for your little ones. and how to get mental health services.

Learn more at www.samhsa.gov.

You should never leave your child in a parked car. When it’s hot outside, the temperature inside a parked car can rise to fatal heatstroke levels within minutes, even if the windows are partially open.

For further facts and safety advice, go to www.parking.org/safety.

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KIDS!

PAGE 20A | THE SCARSDALE INQUIRER

MARCH 11, 2016

Your picky eater

Life beyond chicken nuggets

I

BY JENNIFER LEAVITT

f kids’ menus in restaurants are any indication, most children are very picky eaters, with a palate that only responds favorably to chicken nuggets, French fries, and (just maybe) something smothered in tomato sauce.

Many parents consider this one of their biggest parenting challenges, jumping through hoops to stave off malnutrition, wasted food and a short order cook dynamic, not to mention the endless family battles that can erode family life. They are not alone. According to research reported in Contemporary Pediatrics, up to 70 percent of today’s parents are struggling with at least one child’s eating issues.

This can be particularly frustrating for those who happily boasted about their “good eaters” until a child turned 2 or 3 years old and promptly joined the French fry cult. Anthropologists theorize that picky eating may actually be a protective mechanism, to stop children from consuming anything with a strong odor or unfamiliar taste. Considering

that prehistorically children were usually breastfed until they were toddlers, the timeframe of this puzzling change may actually make a great deal of sense.

While most parents have limited patience for academic rumination at the dinner table, helping a child overcome picky eating will require both patience and resolve. Knowing this at the outset can make the process less stressful for parents.

“Being a parent can evoke confusion and anxiety in all parents,” said Sharon Farber, Ph.D., of Mind Body Connection in Hastings. But facing the problem leads to faster solutions. It is, she said, “Always best to identify and address your concerns about your child early on. Don’t wait for them to outgrow it.”

At the same time, physicians tell us that most children in the United States are receiving adequate nutrition, even with limited variety. While adequate may not be optimal, it is more important and beneficial in the long run to focus on solid, successful strategies one small change at a time.

Good nutrition is a lifetime goal with CONTINUED ON THE NEXT PAGE

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lifetime benefits, Linda Arpino, MA, RD, CDN, FAND reminds parents. Arpino is founder of Life Focus Nutrition in Stamford and Rye. She knows that incorporating new, healthy and manageable nutrition habits into our daily lives is possible and sustainable, because she has helped many individuals and families do just that throughout her career.

Parents cannot change the fact that children are very willful creatures. They want to be in control of their own choices and experiences, just like we do. Using force or threats, restricting certain foods or using dessert as a reward can all backfire in a big way, developing lifetime connotations between vegetables and anger, sugar and love.

Instead, start by creating the right nutrition environment at home and being a role model. Children may not like to

KIDS!

be told what to do but they love to mimic the adults in their lives. Fruits and vegetables should be eaten in abundance in front of children, while fast and processed foods should be kept to a bare minimum. Introduce new foods slowly in small amounts, and adults can lead the way by taking the first bite. Gradually initiating and modifying specific, realistic, attainable changes is the most effective strategy, said Cecilia DeMatteo, a nutritionist with Enhanced Health Care in Scarsdale and Greenwich.

Stocking the refrigerator and cabinets with attractive healthy foods will make it far more likely that children who choose their own snacks will make good choices.

If a Pop-Tart and an apple are side by side, let’s face it, the Pop-Tart is likely to win. Still, though, children do tend to align with what’s familiar in their worlds CONTINUED ON PAGE 23A

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THE SCARSDALE INQUIRER | PAGE 21A

PAGE 22A | THE SCARSDALE INQUIRER

Emergency CONTINUED FROM PAGE 19A

they are infants or young children. Dwyer said a child should first be observed to see if he or she is coughing and breathing on their own before action is taken.

“If a child begins to choke on their food or an ingested object, watch the child for a few moments,” he said. “If they are coughing and breathing, continue to watch them closely and provide encouragement and reassurance. They will most likely clear the food or foreign body on their own.”

However, if a child is not able to speak or breathe, is making high pitched sounds when breathing or is turning blue, then the child needs immediate assistance. Parents should take the time to get certified in infant and child CPR and First Aid to know how to and when/if to administer back blows, chest thrusts, the Heimlich maneuver or a finger sweep.

“Look in the mouth and see if there’s anything, if there’s something visible in the mouth, so you can do a finger sweep,” he said. “If you don’t see anything, they don’t recommend the finger sweep. Sometimes what happens is they try to sweep the something in the back and they can actually push it down further.”

And don’t forget to call 911 if no one on the scene is trained.

Infants typically start eating table food at 9 months old, according to Richel. However, he recommends food be minced or mashed and individual pieces be soft and no larger than a Cheerio.

KIDS!

He said something hard, like a peanut, would not be recommended. Food such as grapes or pieces of hot dogs are the size and shape where they could easily become lodged in an airway.

Asthma/allergies An asthma attack is characterized by wheezing, difficulty breathing and coughing, and might be caused by smoke, fumes, an allergic exposure, exercise or extreme temperature, Dwyer said.

The patient should be treated with his/ her asthma rescue inhaler. If the child does not have a rescue inhaler, the patient needs to go to the emergency room.

“If symptoms resolve with the rescue inhaler, call your pediatrician and schedule a follow-up appointment,” Dwyer said. “Call 911 for any person in significant distress, especially if they are having trouble speaking or are turning blue.”

Dwyer said with allergies, a parent should look for symptoms such as wheezing if they’re not able to speak or there is swelling of the throat, tongue and/or lips. He said this could be a sign of anaphylaxis, which could be deadly, and would require medical attention beyond what a localized allergic reaction would require.

Richel recommends keeping liquid Benadryl or a similar antihistamine on hand to lessen allergic symptoms if they appear. He said most parents would not be expected to keep an EpiPen on hand for allergic reactions.

But the bottom line is to always be prepared — anything can (and will) happen when it comes to children.

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MARCH 11, 2016

Kids in cars: prevent a tragedy Here’s an important fact for anyone who ever drives with children: When it’s hot outside — and sometimes even when it’s not so hot — the temperature inside a parked car can rise to fatal heatstroke levels within minutes, even if the windows are partially open.

It’s heartbreaking and it can happen even to the best of parents. In fact, dozens of children will die in hot parked cars this year because a busy parent or caregiver forgot them or mistakenly thought the child was with someone else. In other cases, unattended children die of heatstroke after gaining access to cars that were left unlocked.

What to do To help prevent a tragedy, experts at the International Parking Institute, the largest association of parking professionals, offer this safety advice: 1) Never leave your child in a parked car. Never. Not even for a minute.

2) Call 911 if you see a child alone in a car. Every minute counts.

3) Never leave your car without checking the backseat. Put your wallet or phone in back as a reminder.

If your child is still in a car seat, put a stuffed toy on it when you take the child out. When the safety seat is occupied, keep the toy up front as a visual reminder. You may also want to

Sokolova Maryna/Shutterstock

Never leave a child in a parked car. Children can die of heatstroke within minutes.

get into the habit of always opening the back door of your car when you park it, before you lock up.

4) Arrange for your child care provider to call if your child doesn’t arrive on time.

5) If your child is missing, check the car and trunk of the car immediately.

If you — or the neighbors — have a pool, check that, too.

6) Always lock your car, even in the garage or driveway.

7) Teach your children that vehicles are never to be used as play areas.

8) Keep car keys and remote control devices where children can’t get them.

You can find further facts and stats online at parking.org/safety.

— NAPS

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MARCH 11, 2016

Picky Eater CONTINUED FROM PAGE 21A

in time. Repetition and frequency make it stick.

Repetition doesn’t have to simulate military training. Families can have a lot of fun with healthy, versatile eating.

Let kids cut up their own vegetables with small cookie cutters (or vegetable molds, found as “bento box accessories”). The more colorful the variety, the better. Offer to pair these munchies with their favorite dressing or dip in small quantities. Other activities could include blindfolded smell and taste tests, describe-that-food contests (Crunchy? Salty? Sweet?), sorting foods by color, shape or size, and making recipes together.

Children enjoy feeling grown up and appreciated. Ask for their help in selecting fruits, vegetables and other healthy options. They are far more likely to try new foods when they have been given some level of choice.

Being creative and inventive can also ease children into trying new things.

Who can resist a smiley face pancake, even if it is made with buckwheat and blueberries? Sneaking a few healthy tidbits into their least unhealthy current favorites is another tried and true tactic.

Throw some minced peppers and carrots into tomato sauce, or apple bits into a bowl of cereal. Often times, the smaller the newly introduced ingredient is, the more acceptable it will be (and the harder to pick out).

While no one should starve a child for punishment, sympathetically explain-

KIDS!

ing that this is the evening’s offering and that no other choices exist may be reasonable, especially when the child has eaten other food throughout the day. An alternative could be to have a stand-in plan for all uneaten meals, one a child can handle, but not a top favorite. Apple or banana slices with peanut butter? A hard boiled egg and pickles? No parent should be doubling as a short order cook.

While routine is often touted as the key to success, flexibility is also important.

Some children are more responsive to suggestions in the morning, others in the evening. Children have different levels of appetite. Parents can prioritize their battles and tackle one at a time. If healthier eating is the top priority and a major challenge, it might help to start with a focus on diet alone, leaving schedules, setting and manners for a later phase (within reason).

Settings and schedules are important as well. Clinical nutritionist Kathleen Schoen of Katonah believes that our always-rushing and distracted society has led to overeating and mindless eating. We can scarf down a bag of candy or chips without even remembering the experience, how they tasted, their textures. Schoen advocates mindful eating.

Taking time to sit down at an uncluttered table, have a family conversation and ban media (even the good old-fashioned printed word), can go a long way toward developing a greater appreciation for food and more open mindedness.

It may not be easy to improve nutrition for picky eaters, but it’s definitely possible. And more importantly, so very valuable.

THE SCARSDALE INQUIRER | PAGE 23A

has provided the ideal setting for a stimulating, challenging and enjoyable summer.

ummer

ArtS

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Am PrOGr

irector

iscitelli, D

Joseph P

The exceptional faculty, boasting some of the top performers and music educators in the country, provide a quality summer experience of music, arts and crafts, and musical theater for second through tenth graders.

The curriculum includes instrumental classes, chamber music, a variety of ensembles, visual arts, and musical theatre workshops. Students at all levels of advancement receive instruction in a program individually tailored to their needs and interests.

New This Year!

JAZZ JAm FrIDAYS

Students enrolled in Summer Arts Advanced Jazz Program will have the exciting opportunity to jam with some of New York’s most illustrious jazz performers including Ed Palermo, Ken Peplowski, and more.

June 27 - July 29, 2016

FOr mOre INFOrmAtION:

June 27 - July 29, 2016

914-723-1169, or summerarts@hbms.org 25 School Lane, Scarsdale, NY 10583 • www.hbms.org

Summer Programs July & August 2016 696R White Plains Rd Scarsdale, NY 10583 (914)-725-8754 www.scarsdaleballetstudio.com

Young Dancers Intensive July 11 - July 29 Ages 6-7 half day July 5 - July 15 Ages 8-10 Full Day July 18 - August 5 ages 11-13 Full Day

Creative Ballet July 11-July 29 Ages 3-5 1:00-3:30pm

3 Weeks of Style August 8-August 26 Ages 13 and up

Broadway ~ Classics ~ Contemporary Featuring Guest Teachers MArcus Galante Yana Volkova Michael Leon Thomas

©Rachel Neville Photography

PAGE 24A | THE SCARSDALE INQUIRER

KIDS!

MARCH 11, 2016

The Scarsdale Inquirer 2016

PRESCHOOL GUIDE Alcott School Montessori Programs

Beth El Nursery School 1324 NORTH AVE. NEW ROCHELLE, NY 10804 (914) 235-2700 EXT. 250 bethelnr.org nursery@bethelnr.org Ronnie Becher, Director

27 CRANE ROAD SCARSDALE, NY 10583 (914) 472-4404 Pamela Serra, Montessori Coordinator 535 BROADWAY DOBBS FERRY, NY 10522 (914) 693-4443 Sarah Marinelli, Site Director

Philosophy: The primary goal of Beth El

46 FOX MEADOW ROAD SCARSDALE, NY 10583 (914) 595-7551/472-4404 Pamela Serra, Montessori Coordinator alcottschool.org Mandy Price-Landivinec, Director of Montessori Programs Philosophy: Alcott School encourages each

child to reach his or her full potential while acquiring respect for self and others. The children are provided with opportunities to develop independence, self-confidence and pride in their individual abilities. The developmentally appropriate program offers a unique multicultural learning environment complete with a full range of Montessori materials.

Special education services and programs are also available.

Enrollment: Crane Road: 120 children; Dobbs Ferry: 180 children; Fox Meadow: 60 children Student-teacher ratio: Toddlers, 4:1; 3s-5s, 7:1 Calendar: September through June. Six- or seven-week summer program for toddlers and 3-5-year-olds Hours: Scarsdale: toddlers, 9-11:30 a.m. or 12:30-3 p.m.; 3s-5s, 8 a.m.-5 p.m. or 8:4511:30 a.m. or 12:30-3:15 p.m. or 8:45 a.m.-3:15 p.m.; Dobbs Ferry: 3s-5s, 8:45-11:30 a.m. or 9 a.m.-3:15 p.m. or 12:30-3:15 p.m.; toddlers, 9:15-11:45 a.m. or 1-3:30 p.m.; Fox Meadow: toddlers, 9-11:30 a.m.

Fees: Half day, 3s-5s, $8,340; full day, 3s-5s, $16,890; 2s five-day program, $11,880; other fees vary according to program Special programs: Early dropoff available from 7:30 a.m.; enrichment including music, movement and nature/science; after-school art, science, cooking, soccer and more; parent activities and workshops days and evenings; family picnics. Summer programs are available for 2-5-year-olds. Times and dates are flexible. Call for information or visit www.alcottschool.org.

Other: Registered with the NYS Department of Education. Licensed by the NYS Office of Children and Family Services. Affiliated with the American Montessori Society.

Ann & Andy (Dca) Child Care Center/ Preschool 2170 SAW MILL RIVER RD. ELMSFORD, NY 10532 (914) 592-3027 OR (914) 347-2524 annandandychildcare.com Annandychildcare@yahoo.com Cheryl Anstett, Preschool Director and Deborah Asadoorian, Infant/Toddler Director Philosophy: At Ann & Andy, each child is

considered on two levels: first, as an individual, and then as a member of the group.

The specific needs of a child are addressed with the help of regular communication and consultation with parents. On a group level, the child is a member of a community, which offers the opportunity for social growth while providing a structure in which to find security and safety. Regularly planned group activities are designed to meet the natural, physical, emotional and cognitive needs of children at play. The staff is carefully trained to promote a positive environment and to keep a balanced routine that does not stress or overstimulate children.

Enrollment: 146 children Student-teacher ratio: Infant, 4:1; toddler, 5:1; 2s, 5:1; 3s, 7:1; 4s, 8:1, school age 9:1 Calendar: Year-round Hours: 7 a.m.-5:45 p.m.

Fees: $7.25-$12/hour Special programs: Yoga, gymnastics, creative movement, music, soccer, library, computer classes, summer camp program from one to nine weeks.

Ardsley Community Nursery School 21 AMERICAN LEGION DRIVE ARDSLEY, NY 10502 (914) 693-4932 acns.us information@acns.us Dr. Gloria Wolpert, Director Philosophy: ACNS develops and expands

each child’s unique interests through creative and fun activities. Language and social skills are worked on to build self-esteem and pride in accomplishment, as well as respect for diversity. Pre-academic skills are incorporated along with a strong art, music and science enrichment program. The goal is to foster a love of learning and friendly community.

Enrollment: 2s, maximum 9 children; 3s, maximum 16; 4s, maximum 16 Student-teacher ratio: 2s, 3:1; 3s, 6:1; 4s, 8:1 Calendar: Follows regular school year, Sept. 15-June 6; June interim program for three weeks; summer camp for six weeks, late June to Aug. 6 Hours: 2s, 9-11:30 a.m.; 3s and 4s, 9-11:45 a.m.; also 9 a.m.-2 p.m. and 8 a.m.-4 p.m. day care Fees: $35/day dropoff; three-day, $525/ month; five-day, $625/month; camp fee, $1,200/summer Special programs: Inclusive nursery school for children of diverse abilities and backgrounds Other: Accredited by New York State.

Nursery School is to establish a foundation for learning in a warm and nurturing environment for children 18 months to 4 years old and their families. The program, which is inspired by the Reggio Emilia approach to early childhood education, is an interconnected web of practices anchored in our understanding of children as being eager to learn, competent and resourceful, ready to collaborate, and full of wonder and delight.

Classrooms provide interactive environments that stimulate the different talents, abilities and timetables of each developing child. Beth El encourages children to become independent learners while promoting personal creativity and expression. Learning activities are designed to promote all aspects of a child’s development — social, physical, emotional and cognitive — as the school seeks to nurture each child’s curiosity and sense of community. The school embraces families from all backgrounds and cultivates a connection to Jewish values and tradition.

Families are partners in the work, joining with children and teachers to celebrate Jewish life and learning.

Enrollment: n/a Student-teacher ratio: 2s, 5:1; 3s, 6:1; 4s, 7:1 Calendar: September-June Hours: Half day, 9-11:45 a.m.; full day 3s, 9 a.m.-2 p.m.; full day 4s 9 a.m.-2:30 p.m.

Special programs: Science and nature, music, drumming and movement. Enrichment programs including Happy Feet Soccer, ballet and gymnastics.

Bronxville Montessori School 101 PONDFIELD ROAD WEST BRONXVILLE, NY 10708 (914) 793-2083 BronxvilleMontessori.com Admissions@BronxvilleMontessori.com Jean Nelson, Ms Ed, Executive Directress Philosophy: Bronxville Montessori

School’s 3- to 5-year-old classes integrate children who can learn from one another as well as from carefully designed classroom CONTINUED ON THE NEXT PAGE

MARCH 11, 2016

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The Scarsdale Inquirer 2016 s PRESCHOOL GUIDE CONTINUED FROM THE PREVIOUS PAGE

Hitchcock School

activities. The school encourages independence, nurtures each child’s interests and abilities, and develops students who love to learn throughout their entire lives.

Enrollment: 82 children ages 18 months–6 years old.

Student-Teacher ratio: Toddlers, 4:1; 3-6-year-olds, 7:1 Calendar: September through the first week of June, then seven-week summer schedule Hours: 8:45-11:30 a.m. or 8 a.m.-4 p.m. for 3-6-year-olds; 9-11 a.m. or 8 a.m.-4 p.m. for toddler program. Early morning beginning at 7 a.m. and after-care until 6 p.m. available.

Fees: Vary according to program. Check website.

Special programs: Music and movement every week. Yoga, Creative Tumblers, Spanish, gymnastics as an after-care option.

6 GREENACRES AVE. SCARSDALE, NY 10583 (914) 723-0922 hitchcockschool.com hitchcockschool@verizon.net Heather Miller, Director

Congregation Kol Ami Early Childhood Program 252 SOUNDVIEW AVE. WHITE PLAINS, NY 10606 (914) 949-4717 EXT. 107 nanblank@nykolami.org Nan Blank, Director Philosophy: The Early Childhood Program of

Congregation Kol Ami is dedicated to providing a comprehensive and developmentally appropriate early childhood curriculum while teaching and modeling Jewish values. Children learn best through play and experimentation. The ECP of Kol Ami provides opportunities for these learning experiences within a warm, accepting and nurturing environment.

Enrollment: 150 children Student-teacher ratio: 2s, 4:1; 3s, 6:1; 4s, 6:1; pre-k, 6:1 Calendar: September through June. Summer camp for 2s, 3s and 4s.

Hours: Morning sessions and afternoon enrichment programs. Full and half days available.

Fees: Vary according to program Special programs: Soccer, music, nature, garden, gym, karate, Young at Art, Israeli dance, Torah Alive!, Leap into Literacy, Math Magic, Mad Science, Road to Broadway and hip-hop Other: Licensed teachers teach children from 12 months through age 5

Creative Beginnings Children’s Center 112 WEST HARTSDALE AVE. HARTSDALE, NY 10530 (914) 428-1200 cbcc.org susan@cbcc.org Susan Stevenson, Director Philosophy: Creative Beginnings strives

to provide the highest quality child care and

Philosophy: The Hitchcock School offers a

early education to each child in the program.

The school is strongly committed to providing a healthy, safe and enriched environment, where children learn at their own pace, using their individual style of learning and growth.

The program follows the NAEYC guidelines of developmentally appropriate practices, with an emergent, thematic-based curriculum, to promote each child’s intellectual growth.

Creative Beginnings encourages family involvement.

Enrollment: 64 children, ages 1.5-5 years old Student-teacher ratio: 2s, 5:1; 3s, 7:1; 4s, 8:1 Calendar: 12-month program Hours: Monday-Friday, 7:15 a.m.-6 p.m.

Fees: $1,650/month, all inclusive.

Special programs: This program features outdoor nature exploration and fun activities on a 3-acre property, music and movement with yoga, language and art enrichment, science and technology, literary development.

Other: Licensed by NYS Office of Children and Family Services and the Town of Greenburgh.

French-American School Of New York 85 PALMER AVE. SCARSDALE, NY 10583 (914) 250-0521 fasny.org Isabelle Adamo, Head of Preschool Philosophy: Preschool at FASNY is, for

many students, the first exposure to a second language. Housed in Scarsdale, the preschool students benefit from having their own location and plenty of outdoor recreation space.

The FASNY preschool program is designed to stimulate curiosity, promote creative thinking and develop social skills in a caring and nurturing environment. As preschoolers build the foundation to read and write successfully, they are gradually introduced to a greater amount of subject material.

Enrollment: 150 (nursery, prekindergarten, kindergarten)

Student-teacher ratio: 9:1 Calendar: September through June Hours: Monday, Tuesday, Thursday, Friday,

8:15 a.m.-3:05 p.m.; Wednesday, 8:15 a.m.-12:15 p.m.

Fees: $24,980 Special programs: FASNY’s full-day preschool program curriculum is fully developed in both English and French with oral training (comprehension and expression), art, music, sports, poetry, mathematics, social studies, sciences and prewriting activities. Motor coordination and social development both play an important role in the total curriculum. NonFrench speakers may apply in nursery, pre-k and kindergarten and they are offered French language support. English support classes are offered for non-anglophone children who require more exposure to English. All support classes are held in a small group setting.

Greenville Church Nursery School 270 ARDSLEY ROAD SCARSDALE, NY 10583 (914) 723-1262 GreenvilleChurchNurserySchool.org GreenvilleCommunityChurch@gmail.com D’Ann Cecere and Marcia Heese, Directors Philosophy: Age-appropriate activities

are tailored for individual needs to serve the cognitive, social, emotional and physical development of each child.

Enrollment: 38 children Student-teacher ratio: 4s, 20:3; 3s, 18:3 Calendar: September through first week of June Hours: 9-11:50 a.m. or 9 a.m.-2:45 p.m.

Fees: $6,500 for five mornings, plus $100 registration fee Special programs: Weekly music specialist, monthly nature specialist and movement specialist two times a month. Summer program 9 a.m.-1 p.m. for six weeks.

Other: Licensed by NYS Department of Children and Family Services; accredited by NAEYC.

nurturing, developmentally appropriate program.

The goal is to provide a positive preschool experience for every student. To accomplish this, Hitchcock School has designed a diverse and enriching environment where each child can grow at his or her own pace. The professional staff is comprised of caring individuals who encourage independent thinking, socialization and the well-rounded development of every child.

Hitchcock is a nonsectarian school, welcoming children of all races and creeds. Need-based scholarships are available.

Enrollment: 78 children Student-teacher ratio: 4s, 8:1; 3s, 6:1; 2s, 5:1; toddlers, 2:1 Calendar: September through June Hours: 9-11:45 a.m. Extended day to 2:30 p.m. for 4s. Lunch Club to 1 p.m. for 3s Fees: Call for fees Special programs: Music, cooking, field trips, science programs, gymnastics, parentteacher conferences, parents’ association, ez-Write Handwriting Curriculum Other: Licensed by NYS-OCFS.

The Hudson Country Montessori School 340 QUAKER RIDGE ROAD NEW ROCHELLE, NY 10804 (914) 636-6202 mrs.mcculler@hudsoncountry.org Rebecca McCuller, Educational/Camp Director Philosophy: A three-year age span in each

class provides a family-like atmosphere for learning. Younger children are motivated to learn by observing older role models. Lessons are delivered either one-on-one or in small groups, which promotes a deep connection between content matter and the child through rich language on a personal level. Montessori believes in freedom within limits, respect for other people and for the environment.

Enrollment: Toddlers through eighth grade Calendar: September through June. Also an eight-week summer program.

Hours: Full day and half day for 2s, 3s and 4s.

Full day for students 5 and older.

Fees: Vary according to age of child and session Special programs: Extended day for working parents. Hudson Enrichment Program. Summer camp program for children 18 months to 12 years includes swim instruction, sports, science, arts and crafts, and much more.

Other: Member of American Montessori Society. Call to arrange a tour.

CONTINUED ON PAGE 26A

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KIDS!

MARCH 11, 2016

The Scarsdale Inquirer 2016 s PRESCHOOL GUIDE gram. A minimum of two teachers per class.

CONTINUED FROM PAGE 25A

Calendar: September through late June Hours: 2s, 9-11:30 a.m. Wednesday through

JCC Of MidWestchester Early Childhood Program

Friday or Monday through Friday; 3s and 4s, 9 a.m.-noon Monday through Friday and optional extended afternoons; toddlers, 9:15-10:45 a.m. Monday and Tuesday (January through June); parenting, 9:15-10:30 a.m. Tuesday Fees: Vary according to program Special programs: Music, creative movement, sports, exercise, sign language, naturalist, science specialist and a variety of other special guests Other: Special education consultant on staff to help assess the children’s needs.

999 WILMOT ROAD SCARSDALE, NY 10583 (914) 472-3300 EXT. 412 symonsc@jccmw.org Caryn Symons, Director Philosophy: The early childhood program

promotes healthy physical, cognitive and emotional growth, self-esteem, understanding and confidence, and helps youngsters develop security with adults and peers. Each child is encouraged to explore, experiment and create within a language intensive environment.

Enrollment: 150 children Student-teacher ratio: 2s, 4:1; 3s, 6:1; 4s, 7:1; 5s, 8:1 Calendar: September through mid-June.

JCC summer camps, JCC vacation mini-camps also available.

Hours: 9 a.m.-3 p.m.; 9-11:45 a.m.; 12:45-3 p.m.; optional lunch program. Before care and after care available.

Fees: 3s: Five full days, $16,350; five half days, $9,375; four half days, $8,500; three half days, $6,550. 2s: two days, $4,700; three days, $6,450; five days, $9,125.

Special programs: Include 4s/5s class; afternoon enrichment for 3s and 4s; music, movement, gym and swim special in full-size gymnasium and indoor heated pool; biblicalthemed playground; classroom computers.

Summer camps and vacation mini-camp programs available. Extensive, accredited special needs programs available. Sibling discounts and scholarships available. Afterschool programs available; early dropoff/ late pickup available.

Other: Registered in New York State.

Licensed by the NYS Office of Children and Family Services.

The Little School 307 MAMARONECK RD. SCARSDALE, NY 10583 (914) 472-5409 KBLS.org office@kbls.org Philosophy: The Little School program

follows an early childhood curriculum with experiences in science and nature and exploration, reading and math readiness, and the enhancement of social skills. The learning experiences are active, hands-on and relevant to each child. Self-confidence and self-expression are encouraged, as are responsibility, decision-making and respect for others.

Enrollment: 156 children

Mohawk Country Day School Student-teacher ratio: 2s, 4:1; 3s, 6:1;

4s, 7:1

Calendar: September through June, fol-

lowing the Scarsdale school calendar. In addition, open during December, February and spring breaks and the time between school’s end and the start of Scarsdale Rec Camp.

Hours: 7 a.m.-6:30 p.m.

Fees: $9,078-$15,096 Special programs: Vacation, gym, creative movement, music, field trips and sports clinic. Summer enrichment program.

Other: Licensed by the NYS Office of Children and Family Services and maintains compliance with all state and local regulations regarding the health and safety of children.

Accredited by the National Association for the Education of Young Children (NAEYC).

Mazel Tots — Scarsdale Synagogue’s Early Childhood Program 2 OGDEN ROAD SCARSDALE, NY 10583 (914) 723-3001 sstte.org/early-childhood-program.html mazeltots@sstte.org Jody Glassman, Director Philosophy: Mazel Tots provides a warm

and stimulating environment which will help children grow socially, emotionally, physically and intellectually. The warm and nurturing staff will guide the children through a curriculum filled with a variety of child-centered and developmentally appropriate activities that are safe, fun and friendly. The children’s spiritual growth will be enriched by the study of Jewish holidays and traditions.

Enrollment: 110 children Student-teacher ratio: Varies with pro-

200 OLD TARRYTOWN ROAD WHITE PLAINS, NY 10603 (914) 949-2635 Carole Bouchier, Principal Ken, Barbara and Steve Schainman, Directors Philosophy: Mohawk Country Day School,

chartered by the New York State Department of Education, is located on the 40-acre farm setting of Mohawk Day Camp. The school is committed to help children grow socially, physically, creatively and intellectually with a program balanced between child-initiated and teacher-directed activities.

Enrollment: More than 150 children Student-teacher ratio: 6-8:1 Calendar: September through June Hours: Toddlers/Mommy & Me for 2s: mornings daily; Independent 2s: mornings five days or three days (Tuesday, Wednesday, Thursday); Preschool for 3s and 4s: 9 a.m.noon, 9 a.m.-2 p.m. or 9 a.m.-4 p.m.; Mini-K: five days, 9 a.m.-2 p.m.; kindergarten and first grade: five days, 9 a.m.-3 p.m.; early dropoff: five days, 8 a.m.

Fees: Vary with choice of sessions Special programs: Daily music, gym, arts, computers, farm time, Mohawk Express train rides, apple/grape picking from the orchard/ arbor, field trips, holiday events, parent visiting days Other: Afternoon enrichment for 3s and older.

Rainbow Nursery School 130 NORTH CENTRAL AVE. HARTSDALE, NY 10583 (914) 949-3736 rainbow-nursery-school.com Gale Kelleher, Director Philosophy: Entering its 28th year, Rain-

bow Nursery School is an early childhood program dedicated to making your child’s first experience outside of their home a positive and happy one. The school’s goal is

to introduce children to the three S’s: learn to socialize — the ability to play with other children harmoniously; share — for most children, this is the first experience in a group setting, where they can learn to respect each other and cooperate; and acquire self-esteem — a feeling of confidence in themselves and in their abilities.

Student-teacher ratio: 2s, 5:1; 3s and 4s, 8:1 Calendar: September through June Hours: 2s, two-day Tuesday and Thursday, 8:45-11:15 a.m.; 3s, three-day Monday, Wednesday and Friday, 8:45-11:15 a.m.; 4s, four-day pre-k Monday, Tuesday, Thursday and Friday, noon-2:30 p.m., or five days Fees: Call for fees.

Special programs: July camp Tuesday, Wednesday and Thursday from 9:30 a.m.-noon.

Special visits from the firefighters in Hartsdale and pediatric dentistry. Call for a visit.

Scarsdale Community Baptist Nursery School POPHAM AND AUTENRIETH ROADS SCARSDALE, NY 10583 (914) 722-0278 scarsdalenurseryschool.org Dina Bove, Director Philosophy: The Scarsdale Community

Baptist Nursery School, established in 1961, is celebrating 53 years in the community welcoming all children. The school strives to create safe, nurturing, child-centered environments that are age-appropriate.

SCBNS is concerned with all aspects of a child’s development: emotional, social, physical, cognitive and creative. The aim is to help each child gain a positive self-image, to encourage independence and to stimulate the child’s enormous capacity to learn during these preschool years. Call for a tour of the sunny classrooms located on the first floor.

Enrollment: 35 children Calendar: September through June Hours: 2s attend two to five mornings per week, 9-11:30; 3s attend three or five mornings per week, 9-11:30 a.m.; 4s attend the pre-k program five mornings, 9-11:40 a.m. Early dropoff starts at 8:15 a.m. and after-school program available from 11:30 a.m.-1:30 p.m.

Special programs: Early dropoff breakfast program, after-school themed enrichment daily, sign language classes, music and movement, community service visits, local trips, state-of-the-art playground, sevenweek summer camp, which runs from June through July for children between the ages of 3 and 5.

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The Scarsdale Inquirer 2016 s PRESCHOOL GUIDE CONTINUED FROM THE PREVIOUS PAGE

Scarsdale Congregational Church Nursery School 1 HEATHCOTE ROAD SCARSDALE, NY 10583 (914) 723-2440 sccnurseryschool.com sccnschool@gmail.com Virginia Clark, Director Philosophy: The Scarsdale Congregational

Church Nursery School (SCCNS) has a long tradition of nurturing the hearts and minds of children in the Scarsdale community for more than 50 years. SCCNS is a play-based, nonsectarian preschool whose goal is to promote social development, instill a desire to learn, encourage verbal expression and improve coordination and motor skills. As we foster young children’s growth, we are committed to building a strong sense of community between parents, teachers and children.

Enrollment: 56 children Student-teacher ratio: 2s, 9:2; 3s, 16:3; 4s, 18:3 Calendar: Follows Scarsdale’s school calendar except for one day in November when school is closed for the church fair.

Hours: 2s, 9:15-11:15 a.m.; 3s, 9-11:30 a.m.; 4s, 9-11:45 a.m.

Fees: 4s five-day program, $5,120; 3s fiveday program, $5,070; 3s three-day program, $3,890; 3s two-day program, $2,930; 2s three-day program, $4,000; 2s two-day program, $3,030. Registration fee: $200.

Special programs: Creative movement, Spanish classes, Nature of Things, indoor play at gym time, dentist/doctor visit, music, environmental series, field trips, holiday celebrations and safety visit by a police officer. Afternoon enrichment program includes music and art for 3s and 4s and science and computers for 4s. Inchworm Summer Program: a six-week, four-day-a-week summer program for 3s, 4s and 5s in July and August.

Scarsdale Friends Nursery School 133 POPHAM ROAD SCARSDALE, NY 10583 (914) 472-6550 Scarsdalefriends@gmail.com Sue Ugliarolo, Director Philosophy: In an atmosphere of warmth

and acceptance, Scarsdale Friends Nursery School fosters self-esteem and positive social relationships while providing an intellectually stimulating environment. Each child participates in activities that lead to experiencing the joy of observing, exploring, discovering and creating. The school is guided by Quaker principles of nonviolence and respect for the individual.

Enrollment: 35 children Student-teacher ratio: 2s, 3:1; 3s, 5:1;

4s, 8:1

Calendar: Mid-September through June.

Same as Scarsdale schools for vacations and closings.

Hours: 2s, 9-11:15 a.m. Tuesday-Wednesday; 3s, 9-11:45 a.m. Tuesday through Thursday; 4s, 9 a.m.-noon Monday through Friday Fees: 2s, $3,800; 3s, $4,300; 4s, $5,900 Special programs: Music, nature, cooking, chick and butterfly hatching.

St. James The Less Nursery School CRANE ROAD AT CHURCH LANE SCARSDALE, NY 10583 (914) 723-1018 Stjamesnursery1@verizon.net Cheryl Smith, Director Philosophy: At St. James the Less Nursery

School the emphasis is on the development of the whole child — intellectual, social, emotional, physical and spiritual. The goal is to help children feel comfortable in their first school experience, make friends and become independent, self-confident learners that learn best at their own pace. Children of all cultural, ethnic and religious backgrounds are welcomed in an effort to foster the diversity that makes up the community. St. James believes that play is the work of children. There is a spacious playground area, newly resurfaced, where children have the opportunity to climb, run and ride on a tricycle track. On rainy and cold days the spacious Parish Hall is used for creative movement, scooters, BIG Blue Blocks and games.

Enrollment: 50 children. Limited openings for fall 2016.

Student-teacher ratio: 2s, 5:1; 3s, 7:1; 4s, 8:1 Calendar: September through June, plus three-week mini-program and six-week summer program from June-August Hours: 2s, 9-11:15 a.m.; 3s and 4s, 9-11:45 a.m.

Fees: Call for fees Special programs: Music and Movement specialists weekly, yoga, gym, annual art show, Mom and Dad visiting days, Bruce Museum visits, Nature of Things Visits, Mad Scientists programs ,Greenburgh Nature Center visits, community helpers (dental hygienist, firefighters, police officers), Halloween, Thanksgiving Feast and Breakfast with Santa.

Westchester Reform Temple Early Childhood Center 255 MAMARONECK ROAD SCARSDALE, NY 10583 (914) 723-5493 wrtemple.org sue.tolchin@wrtemple.org Sue Tolchin, Director

Philosophy: The Early Childhood Center of

Westchester Reform Temple is dedicated to guiding, supporting and enriching young children’s lives spiritually, intellectually, emotionally, socially and physically. The warm and loving staff of experienced educators, along with temple clergy and specialists, work in partnership to implement our academic program. Using developmentally appropriate best practices and lots of love and support, students are prepared for the demands of kindergarten readiness. The preschool curriculum reflects continuity of content and skills, subsequent growth at each age level and is responsive to children’s interests and individuality in the creation of emergent curriculum. The LEED certified facility offers beautiful indoor classrooms, play spaces and two age-appropriate outdoor playgrounds, filled with light and surrounded by nature. The school encourages children’s pride, knowledge and joy of Judaism, as the staff joins together with parents to provide an environment where children love to learn and enjoy celebrating Jewish family life.

Enrollment: For ages toddler to 4 years old.

Number of students varies.

Student-teacher ratio: 2s, 4:1; 3s, 6:1; 4s, 8:1 Calendar: Follows Scarsdale School District Hours: Temple Tots class with social worker: 2s, 9:15-11:30 a.m. (three-, four- or five-day options); 3s, 4s and pre-K (five days), 9 a.m.-noon; with options for lunch and afternoon electives ending at 2:30 p.m. Half day and full day options for older children.

Fees: Vary according to program.

Special programs: Babies and Bagels classes at no cost. After-school enrichment/ extended day, parents and caregiver programs, Tot Shabbat, family programs, mini-camp and summer play place.

Other: The ECC is licensed by NYS Department of Children and Family Services. All classes are staffed by certified teachers and a part-time social worker on staff is available to all parents.

Weekly music and movement program provided for all classes. Judaic specialist on staff. Organized activities with an athletic coach.

Woodlot Christian Preschool 25 OAKLAND AVE. TUCKAHOE, NY 10707 (914) 779-0368 woodlotchristianpreschool.com fatherdflores@aol.com Yvonne Flores, Director Philosophy: Woodlot Christian Preschool

believes children gain an eagerness to learn where there is an atmosphere of love and joy.

Using a multisensory approach to teaching, WCP prepares children for kindergarten by providing a wide variety of fun, enriching activities to develop skills in the areas of literacy, math, science, the arts and physical health. Woodlot is dedicated to helping children develop a healthy relationship with their friends, family and God.

Enrollment: 38 Student-teacher ratio: 5:1 and 8:1 Calendar: Year-round Hours: 7:30 a.m.-6 p.m.

Fees: Two day, $335; three day, $415 Special programs: Reading program, music

and movement, Bible storytelling.

Other: Well-equipped outdoor playground.

YWCA Children’s Learning Center 515 NORTH ST. WHITE PLAINS, NY 10605 (914) 949-6227 ywcawpcw.org rheumann@ywcawpcw.org Rhonda Heumann, Director Philosophy: Join the Children’s Learning

Center for high-quality, diverse early care and education programs that embody the ideals of the YWCA — peace, justice, freedom and dignity for all people — and to prepare young children for elementary school. In a nurturing environment with a credentialed, committed staff, children have the opportunity to reach their full potential. We help children through embracing and celebrating diversity of the various cultural differences of our families; the exploration of the world around them and play; multisensory activities that engage all the children’s senses; encouragement and development on an individual level (social, emotional, physical, cognitive, creative and aesthetic); building caring staff-child relationships; and fostering a partnership between parents and teachers, encouraging open communication and mutual support. The program is equipped with two creative fenced-in outdoor playground areas with safety matting. In addition, opportunities for swimming and gymnastics are available at the YWCA’s indoor swimming pool and an 8,000-square-foot air-conditioned gymnasium.

Enrollment: 170 children from infancy through kindergarten Student-teacher ratio: Based on New York State Office of Children and Family Services regulations Calendar: Full-day program runs 50 weeks per year. Part-day and after-school programs run September through June.

Hours: Part-time, 9:15-11:45 a.m.; extended day, 9 a.m.-3 p.m.; full day, 8 a.m.-6 p.m. Early morning dropoff options at 7 or 8 a.m. available. Late pickup until 3:45 p.m. for extended day program.

Fees: Call Ext. 142 Special Programs: Enrichment activities are part of the creative curriculum, including music with Musical Munchkins and nature and science specials. Based on the age of the child and the program he or she is enrolled in, opportunities to experience gymnastics, swim, soccer, karate and foreign language are included.

PAGE 28A | THE SCARSDALE INQUIRER

KIDS!

MARCH 11, 2016

YOUNG AT ART Appreciation & participation are key for little ones

S

ome area experts helped us out by addressing three questions: Why are the arts important? What is the benefit of early exposure?

How can kids get involved?

Laura D’Amico Owner of Mustard Seed Music Studio: Music, particularly singing, is universal. It plays a role in our daily lives, is an emotional outlet, can be a way of consolation and is, quite simply, fun!

At its core, music is part of our very humanity. It is the desire to communicate both the playful and the profound and it doesn’t require musical ability or even a good voice — just participation.

The years from birth through age 6 is the most crucial time to introduce making music with your child.

We are born musical. Infants are masterful at vocalization from the moment they take their first breath. From the strong, lungs-full-of-air cry to the gentle and melodic “coo-ing” and “ahh-ing” young ones uninhibitedly use their voices for all to hear. Introducing music at an early age helps children develop their musical ear, voice, and sense of self-expression. It nurtures creativity and con-

fidence, and supports social, emotional, cognitive and physical development.

Music is so much fun that it’s easy to forget how much learning is actually going on when singing, dancing and clapping with a child. That’s because music learning and early childhood go hand in hand. We are fortunate to live in a musicrich area — finding a music class for your infant, toddler and preschooler is easy in Westchester. There are so many wonderful music studios that offer parent-child classes where caregivers and their child make music together. Some studios also offer private instrumental instruction for children sometimes as young as age 4.

When your child sees you enjoying music, chances are they are going to enjoy it as well. Unless we encourage children to sing and make music, once they reach adulthood they are too self-conscious.

Helen Elliot Head 3s teacher at Good Shepherd Early Childhood Center and director of RiverArts 33rd SummerArts for Kids: Young children learn differently than older children. They can’t learn on demand — they learn because they want to. Their play is meaningful, educa-

tional and motivated by discovery and pleasure in sensory experience. Through preschoolers’s manipulation of materials in painting, collage or clay, they acquire invaluable experiential knowledge through comparison, planning and problem solving.

In music, improvised movement and rhythms introduce children to musical concepts. These experiences will strengthen the foundation for expressive language and quantitative thinking. Ultimately, early art and music experience are prerequisites for the acquisition of lit-

eracy, math and science.

Children can be involved with music even before birth and in early childhood with eurhythmics-based music classes.

The arts begin as soon as they can hold a chubby marker, imprint their hands in sand or learn simple songs. If children are exposed to open-ended art activities that have no right or wrong considerations, they can be allowed to draw their own conclusions with a variety of materials, tools and techniques.

CONTINUED ON THE NEXT PAGE

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MARCH 11, 2016 CONTINUED FROM THE PREVIOUS PAGE

Parents can provide process-focused art activities where what a child makes is uniquely hers/his, and is not copied from a sample. Youngsters need to explore random outcomes and feel ownership.

The theater of pretend play, dressing up, singing and dancing are all ways for children to learn social skills, understand relationships, and express their feelings and ideas. For small children, as well as for people of any age, being in a safe environment to make art, music, dance and theater frees those aspects of ourselves that are waiting in the wings, joyfully out into the light.

Leah Henzler (stage name Leah Lawrence), Founder of Bedford Drama House: Art brings meaning and inspiration to the way we experience the world around us. Children are naturally predisposed to the arts with their rich imaginations and love for storytelling.

As a teaching artist, I offer drama classes that enable children to strengthen their performance skills and their ability to work collaboratively in a group. To quote Antonin Artaud, “The actor is the athlete of the heart,” and therefore learns to be vulnerable and authentic with fellow actors and in front of an audience.

The benefit of exposing children to acting at a young age is the increased confidence they feel in expressing their own unique voice and presenting it. In order to nurture creative and innovative minds, drama classes can provide the

KIDS!

THE SCARSDALE INQUIRER | PAGE 29A

space for children to enter a state of play, the bedrock of the creative process. This is not competitive play to win but instead collaborative play to create.

There are many wonderful theater programs in the Westchester area and New York City.

Jean Newton Executive director of the Music Conservatory of Westchester: All children are little artists. From a very young age they love to sing, dance, draw and play-act. Even the earliest infant babble has a rhythmic, sing-song quality, as they practice syllables and learn to form words. As parents, our first job is simply to encourage and support their natural artistic inclinations. And because our children love to have our attention, it’s important that we take time to join in their creative fun.

Shinichi Suzuki believed that all children are born with innate musical ability, and in our role as parents we can nurture this. Sing to your child and play recordings of a wide variety of music from classical to jazz to rock to pop to world music.

Take your child to live music performances — especially children’s concerts where they can see, touch and hear different instruments. Sign up for parent-child music classes, which start as early as age 4 months.

By age 4-5, your child may be ready for Suzuki-based instruction in violin, cello, guitar or piano (other instruments come later, starting at age 7 or 8). Bringing your child to a music school offers a CONTINUED ON PAGE 30A

Scarsdale Synagogue/Temples Tremont + Emanu-El Scarsdale Synagogue/Temples Tremont + Emanu-El

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affordables Nursery classes for for toddlers toddlers School classes Nursery School classes for toddlers and children 2, 3 and and 44 years years of ofage age and children 2, 3 and 4 years of age Extended day available for 3’s and 4’s Parenting programs

Summer campfor fortoddlers toddlers Summer camp Summer camp for toddlers through yearsof ofage age through 56years through 6 years of age

For more information about our programs, please call: For more information about our programs, please call: For more information about our programs, please call: Jody Glassman, Director Jocelyn Gross, Assistant Director

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KIDS!

PAGE 30A | THE SCARSDALE INQUIRER

MARCH 11, 2016

Young at art CONTINUED FROM PAGE 29A

wide range of musical opportunities, as well as a wonderful social environment, broadening his/her horizons (and yours) in a community of families who share a common interest.

For young children, the creative arts are the entry point to learning. Many research studies have documented the benefits of music training starting at a young age: creativity, critical thinking, teamwork, self-confidence, self-expression and self-discipline, to name just a few. These are the characteristics that promote future academic and professional success.

Early training also uncovers a child’s talents and may reveal the potential for a career path.

But perhaps most importantly, music touches our hearts in a language beyond words, and offers something parents and children can share and enjoy. So, ready, set, play!

Computer programming, engineering, robotics — these all require a great deal of creativity and design. There are classes which blur the line between the arts and the other core curriculum subjects. Children are engaged, working together and learning these often challenging topics through the lens of creativity.

Beyond developing skills and different ways of learning, numerous studies have shown that arts education benefits the entire school culture. Increased involvement in the arts leads to children staying in school, succeeding in school and further along succeeding at work.

The arts have been a part of every civilization in the history of this world. Quite simply, art is a part of what it means to be human. It has great intrinsic value in life (beauty, self-expression, introspection, etc.). As if that’s not enough, it helps

Meg Rodriguez Executive director of The Rye Arts Center: The arts are essential to education.

They teach us that practice makes perfect and that small differences can have large effects over time. The arts also train the mind to think creatively.

In our modern world, creativity is more important than ever. Success requires a combination of skills and outside-the-box thinking. An important movement in education is STEAM, an acronym which integrates STEM (science, technology, engineering and mathematics) with the arts.

Now located on the spacious Maria Regina High School Campus Celebrating Our 43rd Year!

to make us smarter and creates an enjoyable path to success in life.

Nancy Rothenberg Owner of Studio B Dance Center: Of all the activities you can put a young child into, the performing arts is one of the best ways to help your child grow and develop.

Dance, in particular, is an activity that can be started at a young age and will offer your child so many benefits including self-confidence, coordination, teamwork and discipline. Over the years, I have seen problem-solving become more relevant to the arts. Children working toward reaching a goal such as learning a challenging dance step or getting ready for a performance will more likely call on their problem-solving skill set to help them reach their goal.

The benefits of art appreciation, especially dance, can be seen at a young age.

Toddlers bounce up and down and smile when they hear music. At an early age, music brings joy and verbal communication into a baby’s early childhood development.

Studies have shown music and dance lessons help students learn and retain information better than nonparticipating children. Hand-eye coordination is also a benefit of both dance and music as well. Children 2 years of age or even younger can benefit from all the social and physical developments the arts have to offer. By using music or dance in an educational setting, children develop relationships with other children, learn to listen to and follow directions from adults (other than their parents) and start to gain independence by choosing activities that they truly enjoy.

Health and locomotive skills are also important to a young child’s development. Dance lessons help children build strength, stamina and start them toward building a healthy lifestyle that includes physical and mental activity.

There are many ways for a young child to get involved with the arts at an early age. Mommy and Me music or dance lessons provide social and physical activity.

Checking out the local library or local theater might offer families a chance to expose their you ng children to the arts as well. There are many local children’s theater groups that offer shorter, ageappropriate shows. Taking your child out and exploring what holds their interest is the best way to see which art form will be best for them.

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Wide range of ree Bus aFter-school Summer EnrichmentFProgram froolds Summer Enrichment Program m Registration is open for three’s and four year enrichments s&carsdal Full Day 9:00am-3:00pm Registration is open for three’s and four’s Half Day Programs schools e for Preschool & 9:00am-1:00pm K-5: for Full Day 9:00am-3:00pm & Extended day hours are also available

enrichme Sports,Half Chess, Cooking, Day 9:00am-1:00pm Programs 7:00am-9:00am & 3:00pm-6:30pm nts Extended hours are also available Dance, Art & day More Our program features: 7:00am-9:00am & 3:00pm-6:30pm

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Mamaroneck Road, Scarsdale you307 wish tofor maleinformation an appointment, call 914-472-5409 callIf now or a tour If you wish to make an call 914-472-5409 or appointment, email office@kbls.org 914.472.5409 www.kbls.org or email office@kbls.org

MARCH 11, 2016

KIDS!

THE SCARSDALE INQUIRER | PAGE 31A

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KIDS!

PAGE 32A | THE SCARSDALE INQUIRER

MARCH 11, 2016

Scarsdale Inquirer Parent’s Guide Spend your summer at Steffi Nossen Summer at Steffi Nossen School of Dance in White Plains and Chappaqua is a great time to keep dance skills sharp, work on new techniques and explore artistic goals. Programs combine creative intensity and artistic expression in a comfortable atmosphere.

Even youngest dancers can experience the very best in summer dance instruction in Little Movers for ages 3-5 from July 6-8.

Summer programs start the week of June 20 with a six-day Moving Wheels and Heels adaptive dance intensive.

Master teachers Barbara and Sabatino Verlezza and Nancy Lushington lead EZRA GOH PHOTO this experience for students, teachers Dancers soar at Steffi Nossen School of Dance in White Plains and Chappaqua. and college interns with/without disabilities. The program includes technique classes, composition and reper- movement and related art and litera- cal theater dance techniques will lead to a choreographed performance at tory experiences. It stems from Steffi ture activities in a warm, supportive and creative environment. week’s end. Included is the opportunity Nossen Dance Foundation’s founding The new Musical Theater Intensive to attend a Broadway matinee. belief that dance is for everyone.

Ever wonder what it would be like to Families and friends are invited to a for intermediate/advanced dancers in be a professional dancer? The July 5-8 concluding showing and reception Sat- grades 6 and up from June 27-July 1 Company in Residence program gives urday, June 25, at 3 p.m. Suitable for is targeted both to the musical theater actor/singer who needs more intensive dancers in grades 9 and up the chance ages 16 and up.

From June 27-30, the Verlezzas will dance training and the dancer who to shadow an artist for a week. A prolead children in a dance camp for chil- would like to explore singing and act- fessional choreographer will teach a dren with special needs. This adaptive ing. It offers professional level voice, morning master class and then reacting and dance training. Group hearse a new work with their compaprogram is tailored so all children can RRC_ScarsEnquCampAD_2.10.qxp:2005 - RRC camp ad 3/4/10 8:28 PM Page 1 participate in dance classes, creative voice lessons, acting classes and musi- ny members each afternoon. Students

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In the Little Movers Camp from July 6-8, preschoolers join in a morning of movement, music and art. Children will take dance classes inspired by ballet and modern styles, learn dances to children’s stories such as “Sleeping Beauty” and “Peter and the Wolfe,” play instruments, sing songs and more. They will also create their own art work while learning dance history and dance vocabulary.

All Dance All the Time from July 1112 is for first-fifth-graders looking to explore their creativity and try a number of dance styles. In small classes with professional instructors, campers will explore modern, ballet, composition, hip-hop, tap and musical theater classes, along with creative movement, arts and crafts activities, dance history and games. Both beginners and more advanced dancers are welcome.

The July 25-Aug. 5 Summer Dance Intensive I is for the beginner to intermediate dancer in grades 5-8 looking to rapidly improve dance skills and technique, explore a variety of dance styles and learn from professional dancers and choreographers. Dancers will take daily classes in modern, ballet, tap, Pilates, yoga, musical theater CONTINUED ON THE NEXT PAGE

Enro ll for E by 4/1 Disc arly ount s

Page 1

Summer Camp Programs

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Est. 1929

MARCH 11, 2016

KIDS!

THE SCARSDALE INQUIRER | PAGE 33A

Scarsdale Inquirer Parent’s Guide CONTINUED FROM THE PREVIOUS PAGE

and dance history. They will learn how to create their own dances, rehearse, costume and present to live audiences.

Participants will have the opportunity to attend a Broadway show.

Summer at Steffi Nossen concludes with the Aug. 8-12 Summer Dance Intensive II for intermediate/advanced dancers in grade 7 and up. Designed for those who have big dance goals, this is an opportunity to leap forward in their commitment and exploration of dance. Technique and artistry grow quickly when taking daily classes with professional dancers in modern, ballet, jazz, contemporary, composition, repertory, Pilates and dance history.

Early bird registration is available: pay in full before July 10 to receive a 15 percent discount. Early and late extended day options are available.

Additional information is available at steffinossen.org or call 328-1900 to discuss your student’s needs and options.

New playground helps preschoolers have fun “There is something for everyone at our new playground,” said Jody Glassman, director of Early Childhood at Scarsdale Synagogue Temples Tremont

and Emanu-El. The new outdoor play space for the synagogue’s much-admired Mazel Tots® preschool program has two climbing structures, various dramatic play areas, an abundance of ride-on toys, rocks for climbing, stone walls for sitting, a rain garden and spectacular life-sized playhouses.

The playground was completed af-

ter several years of fundraising and, in Glassman’s words, “dreaming big,” and becoming a reality after the project received small and large contributions from people of all ages. Its other key features include a spongy safety surface under all climbing equipment and around the playground’s “Village Green.”

This center of activity features play-

houses and shops, a grassy town center and kid-sized fire trucks, police cars and other community helper vehicles.

“Our whole focus at Mazel Tots,” Glassman said, “is to effectively address a child’s playtime and learning needs to climb, to pretend and to enjoy nature, along with quiet space to sit alone or with friends, teachers, parents and grandparents. We think it’s an ideal environment to engage our toddlers and pre-kindergartners through all sorts of social interactions, capturing their interests and encouraging their imaginations in a beautiful, natural setting.”

The playground serves as an extension of the Mazel Tots Early Childhood Program at Scarsdale Synagogue, where children ages 18 months through 5 years have been shown to learn best through a creative and sensitive approach to play. These programs are designed to nurture each child’s interests and needs, helping to build selfesteem while always keeping a focus on individuality.

Newly equipped and refurbished classrooms complement the synagogue’s new playground. “All in all,” Glassman concluded, “we think our playground and learning spaces are wonderful settings for children to begin their lifelong love of learning.”

CONTINUED ON PAGE 34A

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PAGE 34A | THE SCARSDALE INQUIRER

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MARCH 11, 2016

Scarsdale Inquirer Parent’s Guide CONTINUED FROM PAGE 33A

To learn more about programming, to set up a tour or to play on the new playground, contact Mazel Tots at 7233001 or visit sstte.org/early-childhoodprogram.html.

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You can feel it like the sun on your back. The days are getting longer and pretty soon the weather will become warmer… and stay warm. Your kids will begin anxiously anticipating summer vacation and you might begin wondering what to do with them. Iona Preparatory says send them back to school!

Westchester’s premiere college-preparatory institution, which includes the area’s only all-boys’ k-8 Catholic school, is hosting six different camps this summer designed to keep boys and girls academically engaged and physically active during the dog days of summer.

The fun begins the week following the Fourth of July with the ScholarAthlete Camp (SAC), which runs for three weeks from 8:30 a.m. to 3:30 p.m. Mornings are devoted to classroom and academic activities, and the afternoons are dedicated to friendly athletic competition, both on the fields and in the gyms. Students are free to bring their own lunch or may purchase lunch through the SAC. The SAC program was originally developed for boys entering eighth grade, where the morning classes focus on study skills and strategies for the Test for Admission into Catholic High Schools (TACHS). In addition to TACHS prep in English and math, there is also time for creative writing and some hands-on science activities.

Many years ago, the camp expanded and now provides boys and girls entering sixth and seventh grades with a myriad of scholastic, scientific and artistic activities in the morning. Creative writing, comic book art, junior detective science labs, rocket building and more are all part of the co-educa-

tional SAC program.

Morning classes are taught and afternoon sports are supervised by Iona Prep’s eminently capable and highly credentialed faculty and coaches.

To learn more about SAC, contact director Charles Sloat at 600-6154.

And no matter what sport you play, summers at Iona Prep offer a little something for everyone with camps and clinics in baseball, basketball, football, lacrosse and soccer, all using state-of-the-art facilities.

Summer camps at Iona Prep are a great way to experience the expansive 37-acre campus and to appreciate the brotherhood of the Iona community.

Baseball and basketball clinics for boys and girls entering grades 3-9 both begin June 27 and run from 9 a.m. until 3 p.m. Baseball goes until July 1, and then picks back up for a second week Aug. 15-19. Basketball stops on June 30 for the first week, with a second from Aug. 8-11.

The football camp also starts June 27 for boys in grades 3-9, but will run in the evenings from 5-8 p.m. The lacrosse camp accommodates grades 1-8 and runs July 18-21, from 9 a.m. until noon. Iona Prep’s soccer camp is for boys and girls ages 6-13, and will run from 8:30 a.m. to 4 p.m. Aug. 1-5.

For more information on the sports camps, call athletic director Bernard Mahoney at 600-6180.

That’s six great opportunities at Iona Preparatory, all of which are sure to make summer vacation smooth for mom and dad and exciting for the campers!

For more information, visit IonaPrep.org.

Special ed program at Scarsdale Synagogue The Religious School at Scarsdale Synagogue Temples Tremont and Emanu-El (SSTTE) launched its Kulanu (All of Us) special education program.

The Kulanu initiative serves students in grades 4-6 who benefit from small class sizes and accommodates a range CONTINUED ON THE NEXT PAGE

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KIDS!

THE SCARSDALE INQUIRER | PAGE 35A

Scarsdale Inquirer Parent’s Guide CONTINUED FROM THE PREVIOUS PAGE

of learning and social challenges such as language-based learning disabilities and ADHD. The program meets community needs and also benefits from the work of a dedicated special education consultant, Maya Blank.

Educators, families and administrators collaborate to identify students’s goals, strengths and needs, making curricular and placement decisions to help ensure the successful social and academic integration of the students.

Kulanu students receive a weekly combination of 30-45 minutes of intensive instruction in a small group, supportive and inclusive environment, featuring a low student-to-teacher ratio, a certified special education head teacher and highly structured and experiential curriculum. These elements support students as they join in learning with their grade-level peers for the remainder of the religious school period.

The program’s curriculum dovetails with the general education curriculum design, providing students with stronger tools for full participation in the gradewide learning and synagogue community.

Lessons incorporate student interests and strengths, using visual aids, individualized Hebrew instruction through games, songs, creative arts activities,

peer-tutoring and differentiated tutoring instruction. There is also hands-on practice of Jewish rituals and customs, with movement, song and the like, thereby creating highly motivating learning experiences and enhanced social skills and independence employing multiple means of engagement.

The carefully designed Kulanu learning environment and activities have been shown to help the students stay on task and motivated to participate throughout the session. Through games, songs and creative arts activities, students with learning disabilities are enjoying reading and writing in Hebrew, encountering their tradition and teachings and interacting joyfully with their peers.

Kulanu students meet on Sundays from 9-11 a.m. and Wednesdays from 4-6 p.m.

About Maya Blank In conjunction with Rabbi Ilyse Glickman, director of congregational learning, Scarsdale Synagogue is working closely with consultant Blank, who has launched the Kulanu program and made recommendations based on her expertise. Blank recently received the Jewish Education Project Young Pioneers Award 2015 for her work in disabilities inclusion at the Stephen Wise Free Synagogue. She has also completed the Advanced Teaching-Artist

Training Program at Lincoln Center.

Blank holds a master’s degree in special education from Columbia University’s Teachers College.

Glickman and Blank work closely with Chaya Itzkowitz, the trained special education teacher who runs the Kulanu classroom. Itzkowitz has a master’s in general education and special education and has been teaching this specialty for seven years. She is primarily focused on reaching, helping and engaging students who may have a difficult time learning in a regular classroom environment, making modifications enabling all students to gain the most from the program.

Visit sstte.org/special-needs.html.

TCS mission: a thoughtful child who likes to learn The Children’s School in Stamford has good reason to celebrate: a beautiful, award-winning new school building; a renovated green campus; a welltrained, dedicated staff that is without peer; involved families who are committed supporters of the school; and a child-centered mission.

What is The Children’s School’s mission? It is the belief that the early years are a time of critical importance in laying the foundation for children’s confidence, strength of character, intel-

lectual skills and the problem-solving and creative capabilities that will be in high demand in the 21st century.

Today, a growing national movement is validating this mission by recognizing that pre-k to grade 3 constitutes a distinct learning and developmental period in the life of a child.

“It is gratifying to see this movement taking hold,” said Maureen Murphy, head of The Children’s School. “All children deserve the very best when they embark on the journey of formal education. They need well-trained and caring teachers, an enriched curriculum that piques their curiosity, and an environment that is respectful of their needs and imbued with a sense of purpose.”

Below are the highlights of The Children’s School curriculum that reflect the School’s mission “to take seriously children’s tremendous potential to learn.”

Literacy The low hum of the Children’s School classroom says it all: it is the sound of children learning about language. All forms of communication are encouraged, from listening to speaking, from reading to writing, from Spanish to American sign language.

Children learn that listening is a way to show respect for others and to unCONTINUED ON PAGE 36A

KIDS!

PAGE 36A | THE SCARSDALE INQUIRER

MARCH 11, 2016

Scarsdale Inquirer Parent’s Guide ulate the senses and memory are the building blocks of human intellect and creativity. Sensorial learning develops spatial skills, visual memory and feats of the imagination.

The goal of the sensorial curriculum is to lead children through a progression of understanding — from the concrete to the abstract, from sense memories to higher order problem solving and selfexpression.

CONTINUED FROM PAGE 35A

derstand unfamiliar concepts. By hearing teachers use affirmative language — filled with rich, descriptive words — in the classroom, students learn new words and the importance of speaking positively to others.

The goal of the reading curriculum is to inspire a love of reading and books that will last a lifetime. The writing program teaches children to express themselves clearly through words.

The fine arts

Numeracy Math is often called the poetry of logic, which means that a central challenge for teachers is how to anchor that logic in children. The Children’s School maintains that the best way to fulfill this objective is to ask children to work with concrete learning materials because that is what young minds grasp easily.

The School relies on many classic Maria Montessori mathematical learning materials to accomplish this objective.

Social studies, science and languages Children are keen to define who they are within the context of family, community and the larger world. At TCS, they begin to do this by learning about their community, the state of Connecticut, the United States and cultures across the globe.

Meanwhile, the goal of the school’s science curriculum is to promote an understanding of the physical world. Through

hands-on experiments, children learn the scientific method: making a hypothesis, designing an experiment to test that hunch, collecting data, recording observations and forming a conclusion.

All areas of science are touched on, from physics to chemistry, from earth science to biology.

Long before studies showed that the early years are an opportune time for children to learn a second language, TCS exposed students to Spanish during the

school day. It also offers a class in Mandarin Chinese after school.

Problem solving “Sensorial” is used to describe the area of the classroom and the materials that promote learning through the five senses: touch, taste, smell, hearing and seeing. Another way of saying what the work of the senses is about is the process of identification, discernment, interpretation and problem solving. Concentrated sensorial experiences which stim-

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Think of the fine arts as something like a fraternal twin to sensorial learning: the two are closely linked, but the arts have their own unique identity.

Simply put, music, art and dance/movement augment the senses, and in turn lay the groundwork for all manner of creative expression. Through the song in the throat, the careful listening required by a musical piece, the molding of cold clay in the hand or the slashing of broad strokes of color on a canvas, the child begins to see himself or herself as an agent of creative expression.

“When children move on to other schools, they usually do so with confidence in their abilities, excitement about the learning journey ahead and with a good sense of how to be respectful to others,” Murphy said. “When that happens, we say, ‘Mission accomplished.’”

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KIDS!

THE SCARSDALE INQUIRER | PAGE 37A

ENDPAPER: Passing on the collection gene

BY TODD SLISS

I

’ve created two monsters. And I kinda love it.

(Note: Wife not terribly thrilled at added clutter in house between their bedrooms and the playroom, while my stuff is not-so-neatly “hidden” in the basement.)

My two sons are mini-collectors. They share one of their biggest loves with their dad — bobbleheads. They can’t get enough. They love going to baseball games — Mets, Cyclones, Boulders — walking through the gate and being handed a new bobble in a box. While they do like pretty much any kind of giveaway, bobbleheads are on the top of their list.

I think kids are natural collectors. It just happens in fads with their toys. It was Angry Birds. Then Skylanders. Then Pokemon. Then Star Wars. Then Muppets.

Then Marvel. Now a terrible thing called Yo-Kai Watch.

Each period lasts two or three months and sometimes there is a return or an overlap, but my kids just can’t get enough. And that goes for action figures, games, DVDs, books — anything physical they can shove in a drawer, a shelf or a closet.

Growing up for me it was baseball cards. I always liked Topps. I got into baseball and the Mets in 1985 when I was 8 years old and baseball cards in 1986, which was a good year for both cards and my Mets. Nothing was better than ripping open a wax pack or the slightly more expensive, but larger plastic pack of cards — we’re talking 99 cents — and looking for All-Stars and Mets and managers cards. Then at home I would sort them and re-sort them by team or card number. They’d go into plastic sheets in binders and then back out into boxes.

And in and out. Back and forth.

Learning from collecting is a very rewarding thing. I used to know everything about baseball because I would study the backs of those cards from the statistics to the

fun facts and quotes. I collected a little into high school, but it was a few years after college and with my discovery of eBay that I got back into it. What hurts is that with the card prices today, my kids can’t have this experience, though I do give them a team set each year.

Fortunately they’ve found their own ways to have a hobby, as have other kids.

Darren Scala of D. Thomas Fine Miniatures in Hastings-on-Hudson loves when kids get bitten by the collecting bug. He runs a retail store for collectibles and artisan dollhouses, also featuring do-it-yourself workshops and a gallery.

“I think miniatures are great items for children in the 6-7-year-old age range to collect, which can also help educate,” Scala said. “My immediate thought takes me to the category of animal miniatures — tiny versions of animals you might find on a farm, or at a zoo or on a safari… or on Noah’s ark! Small-scale replicas of animals are perfect to help children classify different types of species, how they fit in different environments and how they may interact with one another. Plus, they’re

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a heck of a lot of fun to look at, play with and pretend they make noises.”

Mary Woods of Thistlewaithe Learning Center in South Salem uses collecting for educational purposes, too, through the three Cs: compare, contrast and categorize.

“At the earliest ages, this process can expand vocabulary enormously,” Woods said. “Moreover, we also can see the children expand their thinking over the course of several weeks as they do this type of work. You’ll see that children are usually told something versus having the children share their findings with you. When you hand the reins over to the children, it is really a great thing to witness when they start to expand their thinking.”

There are plenty of things in nature to be collected, like leaves for pressing or rocks for their different textures and shapes, which also gives kids a wonderful chance to explore the world around them.

“You’ll ask about a leaf, ‘What do the veins in it remind you of?’ and the first responses, if any at all, will be literal,” Woods said. “‘The veins are lines.’ A few weeks later, a child might have a more descriptive and even lyrical approach: ‘The veins in the leaf remind me of little rivers.’ You can help children explore deeper by asking questions. ‘Why do you think that blue jay feather looks gray? Why does this acorn have a hole in it?’

Get their creativity sparked.”

When a child is interested in something — and it’s not going to break his or her piggy band or destroy Mom and Dad’s credit — there is nothing greater than sharing their joy.

“The other important thing is for the child to have an actual interest in what they are collecting,” Woods said.

“Adults can impart their own interests on the child. It is great to let them embrace something that they want. If your child wants to gather seashells or stones when they go to the beach, let them!”

And find room on the shelf with all the bobbleheads.

PAGE 38A | THE SCARSDALE INQUIRER

KIDS!

MARCH 11, 2016

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KIDS!

THE SCARSDALE INQUIRER | PAGE 39A

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