BC Parent Education Issue 2022

e are excited to be back in the classroom for another year. The pandemic is now behind us and our children are happy to be with their friends every day. With everything coming back to normal we’ve got a few articles to help you get settled in. With a focus on mental health, we want to help give you tools to be more mindful in your parenting approach with children and adolescents. We also want to provide you with some ideas about how to ensure this year runs smoothly by creating a child-centered routine. Enjoy the read and enjoy the school year!

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Carlie Parkinson

Upcoming Events and News

Frozen River Vancouver Writers Fest

Carousel Theatre for Young People (CYTP) presents Frozen River

Sept 28–Oct 16

The west coast premiere of Manitoba Theatre for Young People’s award-winning play Frozen River (nîkwatin sîpiy) Suitable for children and youth (5 years+)

Granville Island’s Waterfront Theatre, 1412 Cartwright St carouseltheatre.ca

A poignant and powerful work about reconciliation, environmentalism, and interconnectedness, Frozen River tackles meaningful issues through engaging storytelling, whimsical puppetry, and an age-appropriate narrative about the generational impact of our actions on the environment and our communities. Co-written by Michaela Washburn, Joelle Peters and Carrie Costello, the trio received the Playwrights Guild of Canada’s 2021 Sharon Enkin Plays for Young People Award.

35th Anniversary of Vancouver Writers Fest

October 17–23

Granville Island, Vancouver writersfest.bc.ca/ festivalevents#festgenre=youth Vancouver Writers Fest welcomes more than 100 authors from across the globe for an expansive, in-person festival to celebrate

the 35th anniversary of the organization, returning to venues across Granville Island and schools across the Lower Mainland. This year’s youth events include writing workshops, keynotes and discussions with bestselling and beloved children’s authors including Kenneth Oppel, Kirstie Hudson and Carey Newman, Tanya Lloyd Kyi, Ashley Spires, S.K. Ali, Johanna Wagstaffe, Kevin Sylvester and Xiran Jay Zhao. Writers in the Classroom—designed to connect children and youth to authors through live, interactive events—will also return to classrooms throughout October.

The 40th Anniversary of Splash, presented by Nicola Wealth

October 22, 2022

Fairmont Hotel Vancouver artsumbrella.com/splash

The event will feature hosts Fred Lee and Gloria Macarenko, and student performances by Arts Umbrella Dance Company and Pre-Professional Musical Theatre Troupe, and will culminate with a spectacular live auction. Similar to last year, Arts Umbrella invites art enthusiasts from across Canada and beyond to participate in the online and live action from home. The event will be broadcast live and curated catering deliveries will be available for those who wish to join the celebrations from home.

Wildplay Halloween Events

Victoria: Night Climb

October 30, 6–8 pm

Climb WildPlay’s classic adventure course in the dark!

NEW FOR THE FALL: WildPlay now offers Anti-Gravity Camps, single-day programs, in Victoria, Maple Ridge and Nanaimo all September, October and November. More details are here: https://www.wildplay.com/ camps

26th Annual Children the Heart of the Matter Conference

February 3, 2023

Bell Performance Arts Centre and online Parenting is always tough but the last few years have brought on some unique challenges. We are so excited to welcome back renowned psychologist and best-selling author Dr. Jody Carrington as our Friday night keynote speaker. Dr. Jody will bring her unique and often hilarious take on what it means to master the art of reconnection and how reconnection is the answer to so many of the root problems we face. This year you can come see Dr. Jody in person or stream from the comfort of your home. Find out more information at childcareoptions.ca

Mydoh helps children manage their finances

As parents, we strive to teach our children life skills and help them be ready for the real world. A vital component of that is financial literacy. From budgeting to personal financial management, financial literacy is understanding and apply ing various financial skills.

Experts now agree: It’s never too early (or too late) to teach kids about money. Money is an excellent teaching tool. Kids will learn about money whether you take an active role in that education, or not.

The great news is that the daily routine of managing budgets, paying bills, and find ing that balance between working hard and spending time with family, can all become great teaching opportunities. Each task and each decision can be used to help teach your children about the value of money, the need to understand spending and saving, and the importance of giving.

Here are some considerations when teaching your child about money:

1. Partners in finance: While parents don’t always see eye to eye, money is a conversa tion that requires clear communication and compatibility before you talk to your child.

2. ABC’s and 123’s: Start the conversation with your kids early. It’s never too soon to show them the value of dollars.

3. Make it relatable: Use real-life ‘teachable’ moments to kickstart lessons in financial education. With assistance, let your child buy their own candy at the grocery store to help them gain confidence with their transactions.

4. Pennies to profit: Teach your kids the long game. By providing small allowances and exploring spending goals, your kids will learn the importance of budgeting at an early age.

5. Continue the conversation: Financial lessons won’t be digested in a one-time talk. Keep checking in with your kids and encourage them to learn.

If you’re looking for a helpful app to get started check out Mydoh, powered by RBC. It is a helpful tool to educate and show your children the comings and goings of their money while learning how to make smart money choices. It’s a money management app and Smart Cash Card (which includes a digi tal and physical Visa Prepaid Card ) that helps kids make their own earning and spending decisions—instilling values that help build a strong foundation for the future. Kids can learn responsibility, earn money through tasks and allowances, and spend responsibly using the Smart Cash Card.

How does Mydoh work?

The Mydoh app and Smart Cash Card make it easy for kids to gain real money skills. Your kids learn money basics through Play, earn their own money through Tasks, and spend it wisely using their Smart Cash Card. And, it all starts from your Parent Account and using the tools provided.

Tools to help you manage everything Tasks and Allowance

• Allows parents to easily set up tasks and get their kids involved

• A way for kids to learn the value of earning their own money.

• Parents can track whether tasks are complete or overdue. Once they are marked as complete, kids get paid on Pay Day (every Saturday).

Smart Cash Card:

• The Mydoh reloadable Smart Cash Card helps kids gain a better understanding of the true value of. money as they learn to take responsibility for their own.

• Comes with a money management app designed for kids and parents.

• Kids can make purchases—online and store—up to allowable limits, anywhere that Visa is accepted.

• Parents have a clear view of all activities—it allows them to give guidance and encour agement to kids.

• Kids learn the value of money through hands-on, real-world experience.

Play:

• Makes learning about money easy—kids get some money basics and start building financial literacy through trivia.

• The content is designed for kids and is easy to understand. Starting financial literacy early can help set the foundation for your kids’ financial future.

• Parents learn fun facts about money every week and it can also help parents introduce the topic of money in conversations as a family.

Accounts

Once you install the Mydoh app both parent and child become account holders and they can get their preferences set up. You can also add a second parent to your Mydoh account at no extra cost, with just a few clicks within the app. Adding a second parent means you can share the responsibilities and tools to raise money-smart kids. Each of you can set tasks for kids, pay them when they’ve completed the tasks, set a weekly allowance, and add funds to your kids’ accounts. You can also track goals and spending together—getting the whole family involved!

Parent’s Accounts can view and manage all activities, including:

• Setting up tasks and allowance

• Sending your kids money instantly

• Tracking earning and spending

• Reacting to transactions with emojis

• Locking and unlocking kids’ cards

Kid’s Account where kids will do all of their learning, earning, and spending. They can:

• Manage their tasks

• Mark tasks as complete

• Spend with their Smart Cash Card up to the allowable limit

• Track earnings and spending, and see the balance

• Learn money basics through play

Mydoh believes in giving children the abil ity to learn healthy and sustainable earning, saving, and spending habits helping them develop important financial values while instilling confidence in their ability to man age their own money for life. While backed by the security and trust of RBC, Mydoh is also available to customers of other Canadian banks. To help get your child managing their finances download the Mydoh app at www. mydoh.ca

This article was sponsored by Mydoh.

Parents can track whether tasks are complete or overdue. Once they are marked as complete, kids get paid on Pay Day (every Saturday).

Guide to Lower Mainland Independent Schools

SCHOOL NAME GENDERGRADES CLASS SIZE ENROLLMENT

Alexander Academy

688 West Hastings Unit 200, Vancouver, BC V6B 1P1 604/687-8832; alexanderacademy.ca

Avante School #202 2830 Grandview Highway,Vancouver, BC V5M 2C9 604/559-5757; avanteschool.ca

British Columbia Christian Academy 1019 Fernwood Avenue, Port Coquitlam, BC V3B 5A8 604/941-8426; bcchristianacademy.ca

Bodwell High School and Bodwell Academy 955 Harbourside Drive, North Vancouver, BC V7P 3S4 604/924-5056; bodwell.edu/highschool

Brockton School 3467 Duval Rd., North Vancouver, BC V7J 3E8 604/929-9201; brocktonschool.com

Century High School 300-1788 West Broadway, Vancouver, BC V6J 1Y1 604/730-8138; centuryhighschool.ca

Children’s Hearing & Speech Centre of BC 3575 Kaslo St., Vancouver, BC V5M 3H4 604/437-0255; childrenshearing.ca

Choice School 20451 Westminster Hwy, Richmond, BC V5M 3H4 604/273-2418; choiceschool.org

Collingwood School

70 Morven Drive, West Vancouver, BC V7S 1B2 604/925-3331; collingwood.org

Cousteau, l’Ecole Française Internationale de Vancouver 3637 Fromme Rd., North Vancouver, BC 604/924-2457; cousteauschool.org

Crofton House

3200 West 41st Ave., Vancouver, BC V6N 3E1 604/263-3255; croftonhouse.ca

Eaton Arrowsmith

Vancouver: 204-6190 Agronomy Road at UBC, Vancouver, BC; 604/264-8327 White Rock: 300–1538 Foster Street, 3rd Flr, White Rock, BC; 604/538-1710 eatonarrowsmith.com

Co-ed8–1216-20141

Co-ed3–12

Co-edK–1220–26320

Co-ed8–1217Day: 200 Boarding: 160 Total: 360

Co-edJK–1220 210

Co-ed8–1215 140

Co-edPS–26–8 28

Co-ed K–7 16 50

Co-edJK–1215–201265

Co-edPS-716-18238

GirlsJK–1218–20910

Co-ed8-1225 100

SCHOOL NAME GENDERGRADES CLASS SIZE ENROLLMENT

Fraser Academy

2294 W. 10th Avenue, Vancouver BC 604/736-5575; fraseracademy.ca FAx Outreach Center fraseracademyx.ca Services: Educational Consulting for families; Reading, writing, and math remediation; Executive functioning coaching.

Fraser Valley Elementary School 20317 67 Ave., Langley, BC 604/533-5469; fves.bc.ca

Island Pacific School 671 Carter Road, Bowen Island, BC 604/947-9311; islandpacific.org

James Cameron School 20245 Dewdney Trunk Rd, Maple Ridge, BC V2X 3C9 604/465-8444 or 604/465-4561; jcs.bc.ca

Kenneth Gordon Maplewood School

420 Seymour River Place, North Vancouver, BC 604/985-5224; kgms.ca

Little Flower Academy 4195 Alexandra Street, Vancouver, BC V6J 4C6 604/738-9016; lfabc.org

mad rona

Madrona Independent School 2064 West 10th Avenue, Vancouver 604/499-7303; madronaschool.com

A small independent school in Kitsilano, Vancouver, Madrona offers a challenging academic program to gifted and talented students in Kindergarten to Grade 8. As a school, our goal is to prepare our students for their futures academically, socially, and emotionally.

Magnussen Vancouver

Suite 204, 6190 Agronomy Road at UBC, Vancouver, BC V6T 1Z3 604/264-8327; eatonarrowsmith.com

Meadow Montessori Elementary & Preschool 11391 Dartford Street, Maple Ridge, BC 604/465-3492; meadowmontessori.ca

Meadowridge School 12224 - 240th Street, Maple Ridge, BC 604/467-4444; meadowridge.bc.ca

Mulgrave School 2330 Cypress Bowl Lane, West Vancouver, BC 604/922-3223; mulgrave.com

North Star Montessori 1325 East Keith Road, North Vancouver, BC 604/980-1205; northstarmontessori.ca

North Star offers Montessori programs for Infants & Toddlers, Preschool & Elementary aged children. Committed to meeting the developmental needs of each child, we foster a love of learning, independence, and respect. Practical experiences build confidence and inspire an intrinsic motivation to ‘learn’ and ‘do’ that students carry with them throughout their lives.

Pacific Rim Montessori Academy Vancouver and Richmond, BC 604/726-8428; pacificrimmontessori.com

Pacific Spirit School 4196 W. 4th Ave., Vancouver, BC 604/222-1900; pacificspiritschool.org

Co-ed1–1210 max.260

Co-ed K–1 18 48

Co-ed6–9 70

Co-ed2-7

Co-edK–1215–18181

Girls8-12 476

Co-ed K–9 8–10 70

Co-ed K-7 varies40

Co-edPS–710–1560

Co-edJK–1220 528

Co-edPS–1220 840

Co-edPS–7varies80

Co-edPS–720

Co-ed K–8 14

SCHOOL NAME GENDERGRADES CLASS SIZE ENROLLMENT

Pattison High School

981 Nelson Street, Vancouver, BC V6Z 3B6 604/608-8788; pattisonhighschool.ca

Pear Tree Elementary 215-2678 West Broadway, Vancouver, BC V6K 2G3 604/355-2155, peartree.school

Pythagoras Academy

8671 Odlin Crescent, Richmond, BC V6X 1G1 604/370-0199; pythagorasacademy.ca

Roots and Wings Montessori School

20315 16 Avenue, Langley, BC V2Z 1W5 Sullivan Centre: #101-15295 #10 Hwy, Surrey, BC V3S 0X9 604/510-2588; rootsandwingsbc.com

Relevant High School

18620 Highway 10, Surrey, BC V3S 1G1 604/574-4736; relevantschoolssociety.ca

Richmond Jewish Day School

8760 No. 5 Rd., Richmond, BC 604/275-3393; rjds.ca

Royal Canadian College

Vancouver, BC V6P 3M2 604/738-2221; royalcanadiancollege.com

Co-ed8–12 160

Co-ed K-7 K-1 15 Gr 2-4 15 Gr 5-7 15

45

Co-edJK-716 276

Co-edPS–9 120

Co-edK–12

Co-ed K–7 15-2080

Co-ed8–12

SCHOOL NAME GENDERGRADES CLASS SIZE ENROLLMENT

St Alcuin College

1044 St. Georges Ave, North Vancouver, BC V7L 3H6 604/360-8656; stalcuincollege.com

St. George’s School

4175 West 29th Ave., Vancouver, BC 604/221-3890; stgeorges.bc.ca

St. John’s School

2215 W. 10th Ave, Vancouver, BC V6K 2J1 604/732-4434 or 604/629-2458; stjohns.bc.ca

St. John’s International School 300 - 1885 W. Broadway, Vancouver, BC 604/683-4572; stjohnsis.com

SelfDesign Learning Community – Distributed Learning School

PO Box 74560, Kitsilano RPO, Vancouver, BC 604/224-3663; selfdesign.org

Southpointe Academy

1900 - 56th Street, Tsawwassen, BC 604/948-8826; southpointe.ca

Southridge School

2656 160th Street, South Surrey, BC V3S 0B7 604/535-5056; southridge.bc.ca

Stratford Hall 3000 Commercial Drive, Vancouver, BC 604/436-0608; stratfordhall.ca

The Westside Schools 604/687-8021, thewestsideschools.ca

1. The Foundation Years Program: K–4 (Enrollment: At capacity—accepting waitlist applicants) 788 Beatty St. Vancouver, BC V6B 2M1

2. The Middle Years Program: 5–9 (Enrollment: At capacity—accepting waitlist applicants) 101 Smithe St., Vancouver, BC V6B 1C2

3. The Westside Miniversity: 10–12 (Enrollment: Spaces available) 211 Nelson St., Vancouver, BC V6B 0P2

Traditional Learning Academy 1189 Rochester Avenue, Coquitlam, BC V3K 2X3; traditionallearning.com

Urban Academy 466 Rousseau Street, New Westminster, BC, V3L 3R3 604/524-2211; urbanacademy.ca

Urban Academy offers a truly engaging learning experience for students from JK to Grade 12. By bringing core academics to life through technology, the arts, and outdoor education, students achieve high academic standards and thrive in their personal development.

Vancouver College 5400 Cartier Street, Vancouver, BC 604/261-4285; vc.bc.ca

Vancouver Formosa Academy 5621 Killarney Street, Vancouver, BC V5R 3W4 604/436-2332; vfa.bc.ca

Vancouver Hebrew Academy 1545 W. 62nd Ave, Vancouver, BC 604/266-1245; vhebrewacademy.com

Vancouver Montessori School 8650 Barnard Street, Vancouver, BC 604/261-0315; vancouvermontessorischool.com

Co-edK–1220

Boys1–1220Day: 1040 Boarding: 120 Total: 1160

Co-edJK–1214–22554

Co-ed10–12 with ESL program

15 100

Co-edK–12n/a1500–2500

Co-edK–1216–24460

Co-edK–12 674

Co-edK–1216–22490

Co-edK-12Gr K - 9 12 Gr 10-12

320

Co-edK–12 150

Co-edJK–1216–20400

BoysK–1220–321,065

Co-ed7–12

Co-edPS–712

Co-edPS–7PS - 20 K-7 - 25 250

Vancouver Talmud Torah

998 West 26th Ave., Vancouver, BC 604/736-7307; talmudtorah.com

Vancouver Waldorf School 2725 St. Christophers Road, N. Vancouver, BC 604/985-7435; vws.ca

West Point Grey Academy

4125 West 8th Avenue Vancouver, BC 604/222-8750; wpga.ca

Westside Montessori Academy (WMA)

5550 Fraser Street, Vancouver – NOTE NEW ADDRESS 604-434-9611; westsidemontessoriacademy.ca WMA’s mission is to provide a safe, supportive educational environment that nurtures every child’s natural curiosity for learning. We are committed to providing the tools, the guides, and the prepared environment to allow each child to reach their potential both socially and academically.

Westside Montessori School (WMS)

4157 Oak Street, Vancouver, BC V6H 2N1 604/731-6594; westsidemontessori.ca

York House School

4176 Alexandra St., Vancouver, BC 3274 East Boulevard, Vancouver, BC 604/736-6551; yorkhouse.ca

Co-ed K–7 18 (max)144

GUIDE

Casa dei Bambini—Westside Montessori Academy (WMA)

NEW ADDRESS: 5550 Fraser Street, Vancouver 604/434-9611

westsidemontessoriacademy.ca Age 3–5 years

WMA’s mission is to provide a safe, supportive educational environment that nurtures every child’s natural curiosity for learning. We are committed to providing the tools, the guides and the prepared environment to allow each child to reach their potential, both socially and academically.

The Learning Nest

Vancouver, 236/991-8696

thelearningnest.academy Ages 1.5–3 years

The Learning Nest is a playgroup that offers a nurturing and inquisitive learn-

ing space for even our littlest learners. With the support of ECE-trained and former top-tier private school teachers, children will excel in their early learning and growth under the guidance of our unique teaching methods and tools.

North Star Montessori North Van, 604/980-1205 northstarmontessori.ca Age 0–6 years

North Star offers Montessori programs for Infants & Toddlers, Preschool & Elementary aged children. Committed to meeting the developmental needs of each child, we foster a love of learning, independence, and respect. Practical experiences build confidence and inspire an intrinsic motivation to ‘learn’ and ‘do’ that students carry with them throughout their lives.

Continued on page 13

PJ Kids

West Van, 604/926-5972 pjkidsclub.com Ages 2.5–5 years

A play-based childcare program with a French enriched curriculum, offering half-day and full-day sessions, based on the BC Early Learning Framework. PJ Kids has a great teacher-children ratio, small class sizes, a wonderful play ground, and music and French lessons. Located in the heart of Dundarave, they are a short walk from the community center and the library. Their qualified and dedicated ECE teachers have a pas sion for working with young children.

Ready Montessori Daycare Richmond, 778/803-9191 Ages 6 months–3 years

Ready Montessori licensed daycare offers care for children 6 months to 3 years old in a learning environment that combines Montessori philosophy and play-based learning. We provide full daycare with four meals a day. Call to book a tour.

Rothewood Academy

Richmond, South Surrey, White Rock 604/279-1818

rothewood.com Ages 1–5 years

The Rothewood Educational Method is dedicated to teaching the whole child—head, hands, and heart. Our holistic approach to early learning is what makes Rothewood unique. Visit us today at rothewood.com for more information.

West Point Grey Preschool Vancouver, 604/257-8140

westpointgrey.org/programs/licensedpreschool [westpointgrey.org]

Age 30 months–5 years

West Point Grey licensed preschool at Aberthau offers care for children 30 months to 5 years old in a learningthrough-play environment. Uniquely located in a mansion with large outdoor space, this preschool is a hidden gem on the west side of Vancouver.

Creating a Child-Centered Routine

Bethany Owens

If your child is struggling to find a rou tine this year, there is an impactful way to minimize the stressors: co-create a school year routine with your child. Involve your child in the planning because both making choices and having input will motivate chil dren to follow through.

And, children can tailor the school routine plan to fit their interests and needs. Of course, children need parental guidance during the planning. This will ensure a healthy balance of academics, social activities, and family time.

Step 1: Identify potential problems

What are some significant problems that your child is experiencing? Is it waking up in the morning? Missing the bus to school? Forgetting to do homework assignments?

Explore and talk about the problems with your child. You can even take some time to predict problems that you foresee happening this year. Depending on the child’s age, a list of 5–10 potential problems is an excellent start. You can further discuss these problems with your child, including the impact those

problems have on them academically, emo tionally, and socially.

Rank the problems from the most prob lematic to the least problematic. You and your child want to co-create a school year routine that addresses their biggest challenges.

Step 2: Find out the root cause

So now you and your child have identified the problems and discussed them. Next, the goal is to develop a routine that includes potential solutions.

Unfortunately, certain problems are outside the control of the child or family. So, before generating possible solutions, you must dis cover the root causes of the problem. A way to determine the root cause of a problem is by asking “why?” at least five times. And this is not an interrogation, but rather an exploration. For example, take the problem of oversleeping.

Question 1: Why did you oversleep? Answer 1: I was tired.

Q2: Why were you tired? A2: Because I was up late.

Q3: Why were you up late? A3: I was on my phone.

Q4: Why were you on your phone? A4: I was talking with friends.

Q5: Why were you talking with friends so late? A5: I was busy doing homework earlier.

Based on the child’s answer, one can deter mine that the problem stems from the child’s inability to properly balance time spent on homework, friends, and sleeping. A solution could be to create an after-school routine that sets aside a designated amount of time for each of these things.

Remember, it’s essential to ask questions that will lead to the discovery of the problem’s root cause. If you have to ask more than five “why” questions to determine the root cause, then do so. If your child becomes defensive or restless with the repeated questions, you can rephrase the question. Instead, start with what, when, where, or how. Instead of “Why did you oversleep?” you can ask, “What is the reason for you oversleeping?”

Also, you do not need to ask the questions one after another. Instead, you can integrate

them into a conversation about the problems experienced at the beginning of last school year, or their expectations for this school year.

Step 3: Generate potential solutions

Now, you both know the problems and their causes. So generating solutions that address the problem will be much easier. For example, take the problem of oversleeping. A solution is to have an after-school routine that includes homework, spending time with friends, and going to bed at a decent time.

Again, brainstorm and discuss these solu tions with your child. Perhaps spending time with friends for an hour after school and then doing homework is a better option than spending an unrestricted amount of time on the phone during the night.

You and your child will probably present multiple solutions, along with some compro mises. Pick the best one for your child and family. If deciding becomes difficult, consider the potential outcomes of the solutions. What is their impact on your child, your family, and others?

Also, only choose solutions within your child and family’s ability to change. Proposing

that your child’s school changes its start time to prevent him or her from oversleeping and being late is not a reasonable solution.

Write the solutions as “I will…” statements so that the child is accountable for the action.

• I will spend one hour after school socializing with friends.

• I will complete all my homework without the distraction of my phone.

• I will go to bed at 8:00 pm.

Avoid using negatives within the state ments. Your child may view statements that include “no” and “not” as restrictive rules rather than positive actions. Instead of “I will not use my phone after 7:00 pm,” the state ment could be “I will stop using my phone at 7:00 pm”. Or, “I will put my phone on bedtime mode at 7:00 pm.”

These solutions presented in “I will…” statements are the basis for a co-created child-centred routine. Ideally, each addressed problem should have at least one “I will…” statement as its solution. You and your child may notice some patterns or similar solu tions. And you can group related statements to address multiple problems. Remember to keep the statements as actions that the child

can do (even if you, as the parent, may need to assist the child with the task).

Step 4: Start the routine

After you both create the solution statements, use them to create a routine. Ideally, start the routine at the beginning of the new school year. Starting the school routine at the begin ning of the year ensures that the behaviours will become habits for the whole year. And your child will be better prepared academi cally, socially, and emotionally.

For younger children, you may have to introduce a few solutions at a time over an extended period. If so, you can return to your prioritized list of problems. Then focus on the solutions for the most problematic issues.

Remember to be patient and stay positive while starting a new routine. Stick with the routine and make adjustments to it through out the school year, using the previous steps with your child

Bethany Owens, Director of School is Easy Pristina. School is Easy can help students improve their academic skills and gain con fidence.

CURSIVE: Outdated or Relevant?

By Rebecca Hastings

Iwatched my daughter try to sign her name just above the signature line. She looked at me, a little lost. I felt sorry for her and frustrated that she had not been prepared for something so simple. Cursive hasn’t been taught in my kids’ district in years. They had become whizzes on computers, but what about something as simple as signing your name?

It made me wonder if cursive was a thing of the past or something worth reviving. It’s certainly a highly debated topic in educational settings. The role of cursive is ambiguous at best and there are no clear answers. One thing we can all agree on is that the role of cursive in modern education has changed.

Incorporating cursive in the curriculum had been on the decline, but it was in 2010 that we saw a drastic drop. With the implementation of more technology, there was a shift to more typing. That, together with the Common Core creating more rigorous classroom standards (in the US) made things particularly challenging. Something in the day had to go, and cursive was already question able. It seemed like the obvious choice.

Education Week addressed this specifically, referring to an interview with Sue Pimentel, a lead writer for the Common Core

Language Arts standards. In the interview, she explained, “that the decision was about priorities—and that learning to use technol ogy took precedence.”

However, for many, not having enough room in the curriculum doesn’t outweigh the benefits of teaching cursive. While some argue to let cursive go, similar to the way we

Cursive

abandoned the abacus and the slide rule for more modern instruments, we cannot ignore some of the benefits of cursive.

The word that comes to the forefront of many cursive debates is signature. As with my experience with my daughter, we can not ignore the need to sign our names on documents. And the truth is that many kids are growing up without the skills to do so. If education is preparing kids for life, are we doing them a disservice by eliminating cur

sive? Something as simple as voter registration becomes an issue for those that have never been taught how to sign their names.

Signatures lead directly to the second most common argument in favor of cursive: the inability to read historical documents because one cannot read cursive, can put people at a disadvantage. This argument is much more of a personal conviction than an official one, but it should not be ignored.

Some argue, however, that the ability to read cursive is a skill independent of the abil ity to write in cursive. Teaching kids the skill of simply reading cursive could be taught in as little as a thirty to sixty-minute lesson.

However, the arguments are not as simple as cursive semantics. The most surprising, and perhaps convincing arguments for cursive in the classroom have little to do with such specifics. They address more general benefits that could be easily overlooked.

Cursive can teach fine motor skills, increase the speed of writing, and aid in the creative process. While this may seem like a lofty argument, it goes beyond generalizations to specify the benefits to those struggling with dyslexia or brain injury.

The New York Department of Education took this argument further in their research

can teach fine motor skills, increase the speed of writing, and aid in the creative process.

to state, “Kids were better at processing information when doing so by handwriting as opposed to typing.” Discoveries like this have led New York, the largest public school system in the United States, to announce in February 2017 that they would be reintroduc ing cursive to the curriculum. Similarly, states such as Tenessee, California, and Louisiana reintroduced cursive, with Louisiana passing legislation mandating cursive in the curricu lum in grades 3 through 12.

But maybe this is not an either/or argument. Virginia Berringer, a professor of educational psychology claims that “printing, cursive, and keyboarding activate different brain patterns, and that in some cases, students with certain disabilities may struggle with print but do well with cursive.” Perhaps we need to look at education as a toolbox, with teachers put ting tools in and showing students how to use them. As they mature, students can pick the tools that work best for them.

There is likely no right or wrong answer here. The school day is filled with demands, and cursive is a casualty of more than just the digital age. When a child is in school for six

hours a day that doesn’t mean that there are six hours allocated for traditional academ ics. You lose an hour of that for lunch and recess and likely a half hour for transitions. Subtract 45 minutes for a special and another 15 for a snack and your 6-hour day is down to four—and this is if everything goes smoothly.

The best we can do is evaluate the role cursive plays in each environment. My son just started cursive (thanks to a rogue teacher who still sees the value) and I was shocked to see that his typi cally messy, uneven printing was countered by smooth, thoughtful loops and curves of cursive. It made me wonder, maybe it’s time we ask ourselves and our schools questions.

• Is cursive a good homework assignment?

• Is it just a filler activity?

• What is the role of typing?

• How can you implement a modern take on cursive within the full demands of a school day?

• Can I teach cursive at home?

The best learning always starts with ques tions. What questions will you ask for your children, their school, and their town, regarding cursive?

East Vancouver, North Vancouver, 604/873-8139 info@ldsociety.ca

UniqueLearners.ca

For over 50 years, LDS has been delivering exceptionally effective, accessible programs to unique learners, aged 3 to adult, with suspected or diagnosed learning differences. LDS helps students improve academic success and achieve lifelong independence and confidence. Learn more at UniqueLearners.ca.

School Is Easy Tutoring

604/439-1790 or 1-877-ITS EASY schooliseasy.com

In-home and online tutoring that provides carefully screened, qualified tutors in all subjects: Grades 1–12, ESL (all levels), Special Ed (Autism/ADHD), Study Skills, Gifted programs, Math, Calculus, Physics, Chemistry, Biology, Socials, History, English and French immersion. Call for a free consultation. They will create a learning plan and set goals for each student.

The Overlooked Benefits of Video Games in Childhood Development

By John Morton

Iwas seven years old when my dad brought home our first video game console: a Super Nintendo. I’ll never forget it. Although I had been playing video games since I was about five, my sister and I had saved up for months to afford our own gaming console. It was a regular work day for my dad with us waiting in anticipation for him to come home. We heard him open the door and, before we had a chance to greet him, he bel lowed: “WHO WANTS TO PLAY SOME VIDEO GAMES?!” It was 1995, but it may as well have been the stone age as far as the video game industry goes.

Both of our parents were proud, hard-work ing members of the middle class. When their publishing business wasn’t bringing enough revenue, my dad would freelance and get odd jobs here and there to bolster our household income. Suffice to say, as kids, we had a lot of time to ourselves and me and my sister

benefitted from long periods of uninterrupted screen time and gaming.

My mom was an early advocate of video games for kids. She was always a true believer in the benefits they had on the impressionable minds of children. I remember her defending me against friends, family and teachers who were concerned about my keen interest in gaming. She used to save news articles that supported her belief in the benefits video games played in early learning.

Playing video games is a mentally engaging task. Depending on the game, it requires fast decision making, real-time problem solving, coordination of fine motor skills and more. I remember being blown away by my sister, who learned how to play Super Mario Brothers upside down. In comparison, other types of screen time, like Cocomelon, cartoons, or even social media, are much more passive activities, requiring little thought or effort.

When I first started playing, I was hooked on the stimulating graphics, colours and sounds of early console games. The 1990s was the golden age of the “platformer” genre with games like Mario, Sonic The Hedgehog, Donkey Kong and so many more. For a child, games like these could provide hours of chal lenging entertainment while learning how to interact with the controller moving your character across levels to the finish. It was not until my pre-teens that I moved beyond these simple fascinations and came to appreciate the real depth of what video games had to offer.

Looking back, I can see that I benefitted from the emotional learning, storytelling, reading, empathy building and (most impor tantly for me) the escape video games provided from the anxiety-inducing reality of increasing mounds of homework.

Despite my parents’ open attitude towards screen time, they made sure my sister and I

Video games like Minecraft, on the other hand, provide an interactive and safe environment allowing children to explore seemingly infinite areas of constructive creativity.

• The Legend of Zelda: Link’s Awakening (Nintendo Switch)

• Unravel Two (most consoles)

• Captain Toad: Treasure Tracker (Nintendo Switch)

• Animal Crossing: New Horizons (Nintendo Switch)

... the list could go!

Video games also don’t have to be a solo endeavour. Some of my fondest memories involve jumping into Minecraft with my nephew while he shows me the new room he built for me. To this day, my dad and I still talk about mystery games like Riven and, more recently, Firewatch. Every Christmas, my sister and I still play Super Mario Bros and Mario Kart. Gaming can be a bonding experience, even if you have no idea how to play.

were spending the time we needed for school work and outdoor activities. They worked a lot, but they were not absent.

Parents now have a more difficult challenge with managing screen time. Screens are every where with hundreds of millions of dollars poured into psychological studies to understand the most effective ways of keeping us glued to our devices. A child’s mind (let alone most adults) doesn’t stand a chance against this level of planning and user-experience design. The same can definitely be said for some games you might find in the app store, but not for all of them.

Scientists at Karolinska Institutet (Sweden’s largest centre for medical academic research) studied how the screen habits of US children correlate with how their cognitive abilities developed over time. They found that chil dren who spent an above-average time playing video games increased their intelligence more than those who did not play, whereas watch ing TV or browsing the internet had neither a positive nor a negative effect.1,2

Further studies focused around the impacts of social media on children paint a darker picture. META (formerly Facebook) is well aware of the negative impacts apps such as Instagram have on the self-esteem of teenag ers.2 Despite this, great effort has been focused on downplaying this to the public due to the risk of scrutiny and endangered profits. Don’t even get me started on TikTok.4

Video games like Minecraft, on the other hand, provide an interactive and safe environ ment allowing children to explore seemingly infinite areas of constructive creativity. Other games like Pokemon or The Legend of Zelda have deep and complex stories where reading and following character development is a core part of the game.

If you’re a parent having trouble divvying up your child’s screen time among the increas ing amount of devices they’re exposed to, consider nudging them towards productive and healthy video games that promote criti cal thought and problem-solving with vast and beautiful worlds that encourage exploration. Keep them off social media for as long as possible, well into their teens if you can. Give the cartoons a break in exchange for an extra 30-minutes of Minecraft building. If they don’t like Minecraft, find another video game that caters to their imagination and learning style.

A few that I would recommend for children as young as 5 would be games like:

• Scratch (freely available through most devices and internet browsers)

• Super Mario Maker 2 (Nintendo Switch)

• New Super Mario Bros. U Deluxe (Nin tendo Switch)

• LEGO Marvel Collection (most consoles)

• Rayman Legends (most consoles)

• Untitled Goose Game (most consoles)

• Sackboy: A Big Adventure (PlayStation)

I am forever thankful to my parents for allowing my sister and me the freedom to explore video games. Playing games gave me the problem-solving abilities and grit to build a digital marketing agency of over twenty staff. They taught me good writing, gave me an interest in reading and exposed me to powerful storytelling. Video games gave me the patience to learn new skills like video production, programming and more. They gave me the coordination to play basketball on my high school team. And, today, they’ve bolstered my imagination to create a children’s learning show for ages 3–7 on YouTube.

So, for parents out there feeling anxiety or guilt over the amount of screens they’ve let creep into the lives of their children, don’t beat yourself up. Just make sure your kids are playing games that feed their imagination

John Morton (aka JoMo) is an uncle, entrepreneur and avid children’s advocate. He contributes periodically to various parent ing websites and recently launched his own learning show for chil dren ages 3-7 for free on YouTube. His show, JoMo Kids, uses child friendly video games as a medium for early learning.

References:

1 https://news.ki.se/video-games-can-help-boost-childrensintelligence

2 Sauce, B., Liebherr, M., Judd, N. et al. The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background. Sci Rep 12, 7720 (2022). https://doi.org/10.1038/s41598-02211341-2

3 https://www.wsj.com/articles/facebook-knows-instagram-istoxic-for-teen-girls-company-documents-show-11631620739

4 https://www.theverge.com/2022/3/2/22958900/tiktok-stateag-investigation-teens-kids-mental-physical-health

Adolescent Development and Mental Health Concerns

By Sharon Selby

Adolescent development is a time of significant change. I remember someone once saying that it’s like Halloween—you watch your teen try on dif ferent identities as they go through the process of trying to figure themselves out!

Puberty can be the tipping point for some teens when it comes to mental health and sense of self. It’s very common that a child who was experiencing mental health concerns in the tween years struggles more once they hit puberty. An anxious child may develop depression, OCD or severe social anxiety. A child with ADHD may not have been that impacted in elementary school but with the extra demands of adolescent development and high school classes, ADHD can cause significant impairment in the teen years.

A highly sensitive child or teen, known as an orchid child, is also more vulnerable and more at risk for struggling. To learn more about orchid kids versus dandelion kids read this summary: sharonselby.com/anxiety/ do-you-have-an-orchid-child-or-a-dandelionchild.

What is Sextortion?

Every Child Needs to Know

Teens have a lot to deal with these days that we didn’t have to deal with in our own adoles cent development. I recently wrote an article about Sexting and the Amanda Todd Case.

Sextortion is a real danger for our kids. Carol Todd has spent the last ten years, in

honour of her late daughter, Amanda—victim of sextortion, creating education and aware ness so other teens don’t have to go through the tragic events that Amanda went through. Sadly, the news has recently reported that Daniel Lints, age 17 from Manitoba was the victim of sextortion in February, which led to him dying by suicide just hours after he experienced sextortion.

that things can get much better in their twen ties, but it can be hard for them to believe that things can be better.

Seeing Billie Eilish laugh at her younger self and seeing her be so much more confident these days is very encouraging.

Every child and teen needs to be informed— they need to know what sextortion is. They need to understand that these predators pose as teenagers and create attractive profiles on social media platforms such as Snapchat so they can convince the targeted teen to send nudes and sexual videos. As soon as this hap pens, extortion soon follows.

Billie Eilish Interviews Demonstrate Adolescent Development

When teens are going through a hard time, we try to help them realize that this time of adolescent development can be full of chal lenges. We try to give them encouragement

I am very grateful that Vanity Fair has docu mented the adolescent development of Billie Eilish, a twenty-year-old American singersongwriter. For the last five years, they have interviewed Billie and asked her the exact same questions each year from age 15 to age 20. You can watch each interview separately or you can watch the most recent interview which includes video clips from the earlier ones.

It’s wonderful proof to see someone who has gone through hard times, and struggled with mental health issues but now at age 20 is getting to the other side. Twenty-year-old Billie is very different from fifteen-year-old Billie. Seeing her laugh at her younger self and seeing her be so much more confident these days is very encouraging.

I often recommend that teens watch the Vanity Fair Interviews or at least the most recent one. It gives them a new perspective on adolescent development.

It’s also very helpful for parents to watch too, to remember that your teen is going through a teenage metamorphosis, and main taining a strong connection with at least one parent is extremely important.

Beyond Vaping Nicotine

Do you remember when American basket ball player, Britney Griner was detained in

Taking a Mindful Approach to Parenting & Caregiving

By BC Children’s Kelty Mental Health Resource Centre

Family life can be super stressful at times, there’s no doubt about it!

You’re trying to get your child through breakfast, prepared for the day, and out the door on time, and you’re running late. Or, you’re trying to organize the house before rushing into your workday…

Moments like these can be messy. We can feel impatient or distracted. We can become reactive, saying or doing things we later regret. We might also feel guilty for not parenting as well as we would hope.

Mindfulness can be a powerful remedy to parenting stress and can increase our ability to cope. With mindfulness, we can respond skillfully to what is needed at the moment. Whether it’s practicing one mindful breath or one mindful step, it is possible to remain calm and centered as we interact and connect with loved ones.

In this article you can find some main ideas that share what mindfulness is—and is not—and ways you can incorporate mind fulness into your everyday parenting and family life.

Being present, not perfect

Mindfulness is not a way to become the ‘perfect parent,’ or turn into a calm per son that never gets angry. Sometimes, we will still make mistakes. We might hurt our child’s feelings, or express our emotions in a big way.

A mindful attitude helps us to access com passion by acknowledging we are doing the best we can. We are going to make mistakes. Mindfulness is about being present in our day, with our child—imperfections and all.

How we pay attention is as important as what we pay attention to. With mindfulness, we can pay attention with an attitude of curi osity, openness and kindness, as opposed to judgment and criticism. This attitude also gives our children permission to accept them selves as they are.

Anytime, anywhere

Thankfully, you don’t need extra time to be mindful. You are also probably more mindful than you think!

One step towards mindful awareness may be to simply notice how you feel as you read

these words... Or you might choose to take one intentional breath right now...

There are many ways to be more mindful in our everyday lives, including our parenting:

• We can practice using our senses. Apprecia ting a fragrance, listening to a child’s laugh ter, tasting a hot chocolate with a loved one.

• We can pay attention to routine activities like folding the laundry, waiting to pick up your child from school, doing the dishes, showering, and brushing your teeth.

• Another way to practice mindfulness is to set aside specific time to be mindful or to listen to guided meditations. This is called formal practice.

What mindfulness is and isn’t…

Mindfulness is not...

• A self-help technique or a quick fix. It’s not therapy, or just a relaxation strategy.

• Mindfulness has historical and cultural roots in wisdom traditions such as Buddhism, but it is not a religion. Everyone is welcome to practice it.

• Living life more mindfully is not another thing you have to add to your to-do list.

“The most precious gift we can offer anyone is our attention. When mindfulness embraces those we love they will bloom like flowers.”

—Thich Nhat Hanh

Mindfulness can be a powerful remedy to parenting stress and can increase our ability to cope. With mindfulness, we can respond skillfully to what is needed at the moment.

It does not mean you have to sit still or be silent to practice mindfulness. It’s not about having zero thoughts, rather the more mindful we become the more we can notice our feelings come and go.

• Mindfulness is not passive and it is not a substitute for addressing systemic chal lenges and oppressions such as racism, discrimination, and injustice. At its best, mindfulness can help us interact with our children—and the world—in a more effec tive and compassionate way.

Mindfulness is...

• A way of being present in the world, a way of noticing and responding to ourselves and others. When we pay attention on pur pose, and in a kind and non-reactive way, it is possible to honour our deepest values, including the way we wish to parent.

• Mindfulness invites us to channel our inner child, and get curious!

To learn more about taking a mindful approach to your parenting, and to access free mindfulness tools and apps for you and your child, visit: https://keltymentalhealth.ca/ mindful-approach-parenting-caregiving

Russia for having vape cartridges containing hashish oil?

Teens would describe her as having a “dab pen” with “carts” so she could take “dabs”.

Many adults see teens vaping and believe that this is the alternative to cigarettes. It’s true that many kids are vaping for the nico tine effects (“nic sick”) but there are many who are using dab pens as a way of vaping/ inhaling high percentages of THC and get ting very high through these scentless dab

These pens don’t give off any marijuana smell so teens can be getting high, without being detected, at school, at home, at work or wherever they choose, multiple times per day and through the night.

Many adults don’t know these dab pens and carts exist so they don’t know to have conversations with their children about the high risk of vaping such high levels of THC. These dab pens, and vapes in general, have not been around long enough for us to see the long-term damage. It’s extremely con cerning to think what is happening to their lungs and brains.

Are you looking for more resources to support your child’s and family’s mental health and well-being? Families from across B.C. can contact the Kelty Centre free of charge by phone (1-800665-1822), email (keltycentre@cw.bc.ca), or in person at BC Children’s Hospital to discover additional resources, learn more about support and treatment options, or just to find a listening ear.

It’s impossible to be in-the-know with everything teens are exposed to these days, but by doing everything you can to remain connected, and be a good listener, you’ll have more opportunity to hear from them.

As Dr. Gordon Neufeld says: “You cannot teach the mind, until you have the heart.”

Sharon Selby, MA, is a Registered Clinical Counsellor, with over 20 years’ experience counseling children and families. She is the author of the children’s book, Surfing the Worry Imp’s Wave, where you can find more information about the strate gies recommended in this article. To receive her free ebook: 8 Common Mistakes to Avoid When Your Child is Anxious, go to www.SharonSelby.com/free

This content was collaboratively developed by the BC Children’s Kelty Mental Health Resource Centre and the BC Children’s Centre for Mindfulness, with main contributions from Dr. Joanna McDermid.

Specialized Learning Support for Kids with Learning Differences

Builds Confidence and Self-esteem at School and Beyond

LDS,

By Dr. Jennifer Fane

School can be an exciting and joyous experience for students and families, with the building of relationships with classmates and working with school staff, and academic, social, and personal growth. However, for many, it can also come with uncertainty and challenges as academic and social demands for children and youth con tinually increase as students move from grade to grade.

The signs that a child may need extra sup port at school can often be subtle and many families are surprised to first learn that their child is struggling during early parent/guard ian-teacher interviews. Conversely, sometimes despite reports from schools that their child is doing ‘okay’, parents/guardians may have a ‘gut feeling’ that progress is not being made. As a parent/guardian of a school-aged child or youth, the first step and most powerful tool you can equip yourself with is understanding your child’s learning needs and the ways to work in collaboration with the school and avenues to ensure that your child has the sup port they need to succeed.

Understanding Learning Disabilities and Learning Differently

A learning disability is a neuro-develop mental (hardwired) disorder that impacts an individual’s ability to acquire, organise, retain, understand, or use verbal and nonverbal information. A learning disability is unique in that it affects individuals of average

to above average intelligence. It’s an unex plained inability to learn or develop skills or knowledge within a typical educational setting—imagine an otherwise bright and engaged child in grade 2 who is unable to read sight words or retain letter sounds, or a child who can read and verbally tell a story but struggles greatly with writing words on paper. Learning disabilities mean that a child needs a different level of support, instruction, materials, or accommodations to learn and retain information that others seem to just ‘grasp’ through typical classroom learning.

It can sometimes take months or even years to identify a learning disability because the child is otherwise very capable. This can mean the opportunities for early intervention and support are lost, negatively impacting a child’s confidence and self-esteem, but there are some early warning signs for learning disabilities.

At home:

• Not wanting to go to school

• Frequent worries about school

• Difficulty sleeping or eating

• Excessive time on homework

• Avoidance of homework

At school:

• Work avoidance at school

• Teacher concerns about progress

• Reports of behavioural issues

• The suggestion that your child receive resource support

Fortunately, with the right support, stu dents with learning disabilities can absolutely succeed and develop both the academic and executive functioning skills they need, build ing confidence in themselves and how they learn. The challenge for parents/guardians is

Abigail Lobo (right), Senior Manager, Education, at LDS, offers one-to-one instruction to a student.

how to advocate for a child’s learning needs and work with teachers, the school, and some times other educational service providers to put all the right supports into place.

Experiencing the BC Education System as a Student with a Learning Difference

The BC public school system is inclusive, so it seeks to integrate all learners into mainstream school environments. Meaningful inclusion, where all learners have the supports and opportunities they need, is a challenge that all schooling systems face, especially when the BC Ministry of Education and Child Care is reporting growing numbers of students with special education needs—there were 82,786 students with special needs in the province’s public and independent schools in the 2021/22 school year, 4,484 more than the previous year.

The upward trend is a result of better knowledge and more proactive assessment of struggling students, and that is a positive thing. However, this doesn’t necessarily trans late into better support. Most school districts have years-long waitlists to receive psycho educational assessments through the school system, and the cost of private assessments is highly prohibitive for most families. Yet without this assessment and diagnosis, a child is not entitled to the Individual Educational Plan (IEP) which identifies accommodations for learning and the required additional sup port at school. Also noteworthy: No extra funding comes directly to a school for a spe cific child. Rather, these limited funds are dis tributed at the district level to be administered to the schools, which then try to adequately allocate them to support all their students. Funding often ends up going to the most high-needs students while those with learning disabilities with no significant behavioural challenges tend to receive less support.

For families, accessing diagnostic tools, sourcing the individualised supports needed once the diagnosis has been received, and effectively advocating for their child are incredibly daunting tasks. However, there are ways to do all this effectively.

Working Collaboratively with your Child’s School

It is very challenging for a teacher to assess and monitor student progress across all learn ing areas in a diverse classroom environment. A learning challenge in a specific area for

a student that is otherwise ‘doing okay’ at school can be easily missed. Because of this, when parents/guardians and teachers work together to identify concerns, share infor mation, and identify solutions, students are best served. As with any relationship, open and collaborative communication is always best. Below are some steps that will help you to open a constructive dialogue about your child’s learning with their teacher(s).

Document your concerns: Start with writ ing down what you are noticing about your child’s learning. What is your child struggling with? What challenges are you encountering at home? What comments or concerns have previous teachers expressed?

Know what the school system is required to provide for all students, namely:

• Ongoing observation of the child’s learning and consultation with parents

• Teacher administered achievement tests

• Early intervention: identifying learning gaps/challenges and a way to address them

• Consultation with the school-based team or resource department as needed

Additionally, with a Ministry Designation and/or IEP, your child is legally entitled to accommodations for learning and additional learning support.

Prepare to communicate your concerns to your child’s teacher and school: Start by identifying your key concern and use specific examples. Reference what the school is required to pro vide to guide your notes and schedule a meet ing time with your child’s teacher.

When meeting with your child’s teacher: Take notes and ask clarifying questions that start with how, what, why, where or when. It generally helps to generate the most pre cise answers. Then, develop an action plan for next steps, such as future meeting times, ongoing observation, further support, etc.

What to do if you feel your concerns haven’t been adequately addressed: If you feel this way after the meeting or in the months that follow, or your child is not receiving appropri ate support, connect with the school principal.

Accessing Additional Learning Support

Unfortunately, the resources available through school are not adequate to provide the instruc tion and support that many students with

a learning disability need, even though the document Special Education Services Manual: A Manual of Policies, Procedures and Guidelines issued by the BC Ministry of Education and Child Care states that research shows that stu dents with learning disabilities should receive (1) intense direct instruction; (2) instruction in learning and compensatory strategies; and (3) adaptation of instructional practices and assessment strategies. Many families, there fore, choose to access additional and direct individualized academic instruction outside of school, be it after-school tutoring or spe cialised instruction by individual tutors or through an education provider. Doing so can make an incredible impact on a student’s abil ity to address academic skill gaps and build confidence in their ability as a learner.

If you are thinking about specialized instruction or tutoring for your child, here are some key things to consider:

• Does the service provider have experience working with students with a learning dis ability?

• Do they have appropriate qualifications for working with the age and grade level of your child?

• How will the service provider assess your child’s academic skills and monitor their learning progress?

• Can they support you with communicat ing the learning progress and needs of your child with your child’s school?

• Do you feel comfortable and confident with the service provider?

These questions will help you to assess if the service provider will be able to meet your child’s unique needs and help them build the confidence and academic skills required to thrive throughout their lifetime. If you are a low-income family and face financial barriers to accessing specialized instruction or private tutoring, you can apply for funds through charitable organizations. Some specialized learning disabilities organizations also offer sliding fee scales for families based on their own charitable fundraising

Dr. Jennifer Fane is the Director of Education at LDS, a BC-based organization that delivers exceptionally effective, acces sible programs to unique learners, aged 3 to adult, with suspected or diagnosed learning differences. She holds an interdisciplinary Ph.D. in education, public health, and social policy from Flinders University (Australia) and a Bachelor of Education degree from SFU. A BC Certified Teacher and published author, Dr. Fane is a passionate advocate for responsive and transformative education that prioritizes the learner and their needs and goals. Learn more about her work and LDS at UniqueLearners.ca.

Maker-Minded: Raising DIY Kids

By Janeen Lewis

When your electronic gadgets break, does your tween fix them?

Do you have a child that builds elaborate housing for pets and dolls out of scraps of craft materials and cardboard boxes? Maybe you’re raising entrepreneurial teens with ideas that could make them the next Facebook or Snapchat inventor, app creator, or “Shark Tank” winner.

If any of this sounds familiar, you may have a Maker on your hands. But what exactly does that mean?

What is the Maker Movement?

The Maker Movement is a quickly growing culture that embraces the idea that learning is done best through doing. It includes doit-yourself individuals and groups that create things, and its members are producers more than consumers, says Irm Diorio, executive

director of a maker space. While some makers work in maker spaces, others tinker in their homes and garages. Some maker interests include robotics, electronics, metalworking, woodworking and traditional arts and crafts. With affordable access to 3-D printers and computers, technology is often a part of the Maker Movement, but it doesn’t have to be, says Diorio.

“Everyone is a maker,” Diorio says, and she encourages others to discover the maker in them. “It’s about finding what really inspires you—gardening, baking, sewing, anything that you would build with your hands. It’s fun and can be functional, but it doesn’t have to be. It’s all about letting your creativity take you for a ride.”

Why do makers use maker spaces?

Some makers discover their tribe at maker

spaces, where adults and children find the community and supplies they need, includ ing equipment and tools that are hard to store at home. Maker spaces often house equipment like 3-D printers, laser cutters, wood lathes, saws, welding equipment and sewing machines. Maker spaces offer com munity, encouragement and expertise for those working on projects. Maker spaces are also becoming popular in schools because parents, teachers and administrators want to include this creative outlet in the learn ing process.

How can parents support a makerminded life?

How you help your child flourish at being a DIY kid depends on his or her age. Here are some suggestions that will help guide kids as they grow.

Preschool:

• Encourage natural curiosities, inclinations or interests

• Start coding with and without technology (there are lots of ideas at code.org)

• Give them the tools of their trade even if they’re in junior size—think miniature tool box with tools, junior sewing machine or real gardening tools small enough to fit their hands.

• Don’t be afraid to introduce sophisticated vocabulary—don’t dumb it down.

Elementary:

• Give them a maker space and fill it with the best tools that you can afford

• Volunteer to start a maker space at your child’s school

• Create an invention station where your kids can do STEM challenges. Check out a cool design spinner at PBS Kids Design Squad Global Build.

• Participate in a science fair

• Encourage participation in a maker faire.

• Have a STEM closet or basket at home that allows kids to pull out supplies and invent, build, or create

• Provide a coding robot they can program with a tablet

• Join a Lego robotics club

Middle and High School:

• Encourage an apprenticeship in a trade or with a family member or friend who is an expert (such as a computer science expert, car or airplane mechanic, fashion designer, seamstress)

• Attend a certified STEM High School

• Join a robotics club

• Give them low cost technology like Rasp berry Pi or Arduino to experiment with and create their own technology products

• Introduce them to conductive thread so they can make clothes that light up, or Makey Makey, an invention kit that can turn items as simple as bananas or staircases into computer touchpads.

Janeen Lewis is a nationally published writer, teacher and mom to Andrew and Gracie.

Online Resources for the MakerMinded

Family

• Makezine.com (a site for the print magazine, Make) offers ideas for projects, Maker news, links to Maker Faires and support for all things Maker.

• Makerfaire.com shares information about Makerfaires all over the world.

• Makered.org provides support for those interested in integrating maker education into learning environments.

• KiwiCo.com: Purchase a monthly service that delivers art and science projects for kids of all ages to your door.

• CardboardChallenge.com: Learn about how to host or find a Cardboard Challenge in your area. A Cardboard Challenge allows kids to make creations using a cardboard, recycled materials and their imaginations.

• Thingiverse.com: This website shares user-created design project files to make using technology such as 3D printers and laser cutters.

“Everyone is a maker,” Diorio says , and she encourages others to discover the maker in them. “It’s all about letting your creativity take you for a ride.”

Activity Guide

Colourstrings Conservatory of Music

129 East 8th Ave, Vancouver colourstrings.ca

Music & Movement Group Classes (3 months–6 years): In age-specific groupings, children enjoy fun songs and games that develop a solid musical foundation. The more advanced classes introduce music reading and writing.

Instrumental Lessons (5½ years+) in Violin, Viola, Piano, Flute, Clarinet, Cello, Vocals, Choir, Guitar, Ukulele.

Evergreen Cultural Centre Coquitlam, 604/927-6555 evergreenculturalcentre.ca/educate Evergreen Cultural Centre is the Tri-Cities premiere venue for live arts events, exhibitions, and experiences! Starting mid-October, they are pleased to offer several performing arts classes for creative kids ages 5–19. From Baby Ballet and Intro to Movement to Musical Theatre and Dance, these unique programs are perfect for children of all skill levels and abilities.

Lights Up Musical Theatre Schools

Locations throughout the Lower Mainland 1-888/502-5253 lightsuptheatre.ca Ages 3–18

Lights Up is a children’s performing arts program with a difference! We believe theatre fundamentals help students shine on stage and in all aspects of their lives. Everyone has a place on stage and in our program. It’s about more than a final production. It’s about the learning, teamwork, friendships, and memories that are created. Our unique structure of equal time dedicated to singing, dancing, and acting means everyone can find something they love and excel at, regardless of skill or experience. There is a performer in every one of us! Weekend programs, After School, Spring Break and Summer Camps for children and youth 3 years and up.

Long

All ages

Abbotsford, Chilliwack, Courtenay, Kamloops, Langley, Nanaimo, North Vancouver, Port Coquitlam, Prince George, Richmond, Surrey, Vancouver, Victoria, White Rock

We offer private one-on-one lessons, custom-tailored to the needs and goals of the individual student as well as a variety of group lessons. Our students range from children just beginning their journey in music, to those prepping for university, from young adults who just like to sing to seniors who enjoy music and the social aspect. We offer affordable rates and a wide variety of lessons but more importantly, we are a home for anyone who loves music and wants to explore it. Our music lessons are available online and in person.

& McQuade Music Lesson Centres long-mcquade.com/lessons

theheartofthematter Children

dr. jody carrington

Your child’s path is unique.

Their learning support should be too.

UniqueLearners.ca

Learn. Develop. Succeed. Individualized learning support for all ages.