GO GREEN
kids & parents
MAGAZINE
November 2023
Go Green Kids & Parents Magazine Publisher Ggk Media www.gogreenkidz.org https://issuu.com/gogreenkp charlene3w2@gmail.com gogreenkidsandparents@gmail.com
Editor
Charlene Alvarez
Graphic Design
Aaron Steven
Regional Manager Louis Catalina
954-548-6513
Go Green Kids & Parents is published 12 times a year by GGK Media, 580 SE 13th Street, Dania Beach, Florida. All rights reserved. Nothing in the publication may be reproduced without written permission or the publisher. Go Green Kids &Parents assumes no responsibility for the return of unsolicited materials; include return postage for any material to be returned; photos, samples, etc. Call 954-548-1291 for any back issue information. Send corrections or address changes to: GGK Media. Not responsible nor held liable for copyrights, content, or photos submitted by unsolicited or contributor writers.
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Contents PG 5
PG 10
Kids Who Are Young for Their Grade Level
Maria Montessori
PG 21-24
You Need To Know This Month: Fruit Flower Extinction Green Initiatives PG 28
Sustainability is more than recycling
PG 18
3 ways to prepare children for jobs of the future PG 25
Think outside: 5 ways to disconnect and enjoy the outdoors PG 33
4 strategies to make learning fun for your kids 2
Be thankful for what you have; you’ll end up having more. If you concentrate on what you don’t have, you will never, ever have enough. ~Oprah Winfrey
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Kids Who Are Young for Their Grade Much Likelier to Be Diagnosed With ADHD and Depression, Study Finds Youthful exuberance should be valued and encouraged, not pathologized.
Photo by Les Anderson on Unsplash
Parents want the best for their children, particularly when it comes to education. While many parents may feel the cultural push toward earlier schooling, some are questioning these evolving norms and delaying school enrollment or forgoing conventional schooling altogether.
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Intellectual Disabilities and Depression Previous ndings by Harvard researchers showed increased ADHD diagnosis rates for children who were the youngest in their kindergarten class compared to the oldest ones. But new research just published in JAMA Pediatrics reveals that in addition to higher ADHD diagnoses of children who are among the younger ones in their grade, relative youth may also lead to increased diagnosis of intellectual disabilities and depression. The new study looked at more than one million children in the UK and found that those who were among the youngest quarter in their grade were 30 percent more likely than the oldest quarter of the children to be diagnosed with an intellectual disability. These youngsters were 40 percent more likely to be diagnosed with ADHD, and 30 percent more likely to be diagnosed with depression. The researchers conclude: In this study, relative youth status in the school year is associated with an increased risk of diagnosis of ADHD, intellectual disability, and depression in childhood. These ndings should send shivers up the spines of parents and teachers. Holding other childhood variables constant, the researchers were able to pinpoint relative youth as the key factor leading children to be diagnosed with signi cant academic and mental health issues. These children may have been more inattentive and energetic because they were younger, not because they had ADHD. Similarly, they may have been slower to learn because they were nearly a year younger upon school entry than their older peers in the same grade. These children didn’t have an intellectual disability; they were just little. It also shouldn’t come as a surprise to any of us that if relatively immature children are being expected to sit still and pay attention in class, and do the same academic work as children who are nearly one year older, it could lead to higher rates of depression. Who wouldn’t feel depressed in this situation?
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exuberance should be valued and encouraged, not pathologized.
Last fall, Harvard researchers published ndings in the New England Journal of Medicine showing that US children who were among the youngest in their grade were far more likely to be diagnosed with ADHD than the oldest children in their grade. Speci cally, the researchers found that in states with a September 1 kindergarten enrollment cut-off date, children born in August were 30 percent more likely to be diagnosed with ADHD than children born in September. In other words, the newly-minted ve-year-olds were less attentive and more dgety than the children who were about to turn six. This was particularly true of boys. Anyone who spends time with young children knows that there can be a big difference between a ve-year-old and a six-year-old. Youthful exuberance should be valued and encouraged, not apathologized.
ADHD Diagnosis Dragnet The lead Harvard researcher, Timothy Layton, concluded: Our ndings suggest the possibility that large numbers of kids are being over-diagnosed and overtreated for ADHD because they happen to be relatively immature compared to their older classmates in the early years of elementary school. The researchers in the new UK study nd similar results related to ADHD over diagnosis, along with diagnosis of intellectual disabilities and depression. They suggest more research should be done on the link between early school enrollment and these potentially adverse outcomes.
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“Youthful
In some countries, parents of relatively young children can defer entry for a year. Deferment of children who are both relatively young and developmentally immature could reduce differences in abilities, but deferment of entry for all relatively young children would only change who is relatively young. Perhaps the best solution is to give children the freedom to grow and develop in their own way, without forcing them to conform to arbitrary standards. Rather than giving kids a label, just give them time.
Kerry McDonald Kerry McDonald is a Senior Education Fellow at FEE and author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019). She is also an adjunct scholar at The Cato Institute and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly newsletter on parenting and education here.
FEE
foundation for ECONOMIC EDUCATION
https://fee.org
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Maria Montessori, Who Gave Children Everywhere Freedom to Achieve Independence Children Have a Powerful, Inborn Desire to Learn
What did inventor Alexander Graham Bell, philosopher Bertrand Russell, actor Cary Grant, actress Vanessa Redgrave, singer Bing Crosby, comedian Bob Hope, cellist Yo-Yo Ma, and Britain’s Princess Diana have in common? They all sent their children or grandchildren to schools inspired by Maria Montessori, the courageous woman who showed why freedom is absolutely essential for creativity and independence.
Despite sharp differences on political issues, people of every major culture and religion appreciate how Montessori schools set children free to learn. There are Montessori schools throughout Europe and the Americas. Montessori schools are well established in India. There are Montessori schools in mainland China. They are in Russia. They are expanding fast in Japan. There’s a Montessori school in remote Cambodia. Both Israel and the United Arab Emirates have Montessori schools. A Montessori school reportedly is being built in Somalia. Altogether, there are Montessori schools in 52 nations around the world.
Montessori schools thrive because children and parents love them. More than 90 percent of U.S. Montessori teachers, for instance, are in private schools where revenue comes from parents voluntarily–not from bludgeoned taxpayers. By contrast, the major U.S. teachers’ colleges, from Columbia on down, do their best to ignore Maria Montessori, treating her as a historical gure of little relevance now. Vast government teachers’ unions are uneasy about the freedom in Montessori classrooms.
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This has always been a maverick movement. Defying “progressive” educators who molded children to t a collectivist vision, Maria Montessori declared that the purpose of education is to help individuals ful ll their destiny. She rebelled against regimented schooling and insisted that children must have freedom to grow. She showed that children learn mainly by teaching themselves, not by having teachers drum knowledge into passive heads. Montessori established that children begin learning practically from birth, and education—the right kind—could start o ering bene ts much sooner than had been thought. “The fundamental principle,” she wrote, “must be the liberty of the pupil;—such liberty as shall permit a development of individual, spontaneous manifestations of the child’s nature. If a new and scienti c pedagogy is to arise from the study of the individual, such study must occupy itself with the observation of free children.
Montessori was a formidable presence when, in 1906, she began making epic discoveries about how children learn. “In her late thirties,” wrote biographer Rita Kramer, “she was a somewhat portly gure, still handsome but putting on weight, still self-assured but a shade more digni ed. She would come into a classroom wearing a simple but stylish dark-colored dress or shirtwaist, her dark hair piled neatly on top of her head, and smile at the children.” She had a “smooth, unwrinkled face and bright, clear eyes … poise and serenity.”
Montessori was born August 31, 1870, in Chiaravalle, Italy–the very year Italian states combined to form a new nation. Her father, Alessandro Montessori, was an of cial who managed the nances of a government-owned tobacco factory. Her mother, Renilde Stoppani, was the bookish daughter of a landed aristocrat.
When Maria was about ve, Alessandro Montessori got a job as an accountant in Rome and moved the family there, so she would have access to a better education. She was encouraged to set her sights on teaching, since that was among the few professions available for women. Stubborn Maria, however, considered professions which were closed to women: rst engineering, then biology and medicine. In 1896, she became Italy’s rst woman doctor, but she wasn’t permitted to practice because it was unthinkable to have a woman examining a man’s body.
Montessori accepted an appointment as assistant doctor at the Psychiatric Clinic, University of Rome. This gave her an opportunity to observe “defectives”—children who, in modern parlance, were retarded, learning-disabled, or dif cult for other reasons. These children were kept in crowded rooms without toys or much else to work with. As she observed them, she became convinced that their lives might be improved if they were treated more thoughtfully. Searching for ideas, she discovered the writings of Jean Itard and Edouard Seguin, French doctors who had spent their lives looking lf nor better ways to educate such children.
National S.T.E.M./S.T.E.A.M. DAY
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In 1899, she spoke on the subject before a teachers’ conference, and it caused quite a stir. She was invited to become a lecturer at the University of Rome and director of the new Orthophrenic School for “defective” children. For two years, 1899 to 1901, Montessori searched feverishly for teaching techniques that could help these children. She spent about 12 hours a day observing them, working with them, trying out various ideas. She visited institutions for “defective” children in London and Paris. Incredibly, the children she taught learned to read and write as well as ordinary children.
Then came the anguish and joy of her life that led to a new career helping children around the world. At the Orthophrenic School, she worked with a Dr. Giuseppe Montesano. One thing led to another, and they had an affair. She gave birth to a son, Mario. It appears that Dr. Montesano refused to marry her—he soon married another woman. Her mother was certainly horri ed that scandal could destroy her daughter’s career. Mario was sent to live with country cousins near Rome, and the whole business was hushed up. Biographer Kramer concluded that pregnancy as well as breaking up with Dr. Montesano must have occurred in 1901 when Maria suddenly resigned from the Orthophrenic School, dropped out of sight for about a year, and abandoned her successful work with “defective” children.
Imagine the anguish of this woman who was pressured to give up her own child, unable to share with him the bene ts of her extraordinary insights that would help other people’s children around the world. For more than a decade, she visited him periodically without identifying herself. He thought of her as a mysterious “beautiful lady.” Not until after Maria’s mother died in 1912 did Mario come live with her.
Meanwhile, Montessori transformed her grief into a new vision for her life–improving education for normal children. She enrolled as a student at the University of Rome. She studied everything that might help her better understand how children learn. She took courses in psychology, anthropology, hygiene, and teaching. She visited elementary schools and noticed what teachers did and how children reacted. These schools had adopted the military-style method promoted in Prussia, the United States, and elsewhere: large numbers of students seated in rows before a teacher who instructed everyone at the same time. She reacted instinctively against the regimented teaching, the passivity of students, the system of rewards and punishments.
Casa dei Bambini
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Montessori wrote magazine articles expressing her views, and one of them got the attention of Edouardo Talamo, an executive with a residential real-estate developer, the Institutio Romano dei Beni Stabili. Two of the rm’s new apartment buildings were being vandalized by young children living there, whose parents were away at work. Talamo concluded it was in the selfinterest of the rm to start a school within each building, so the children would have constructive things to do and be properly supervised. He asked Montessori for advice. This was no plum job, because the buildings were in the impoverished, squalid, violent San Lorenzo section of Rome. 12
She offered to take on the project herself, despite objections from friends who considered it demeaning for a doctor to be teaching young children. Instead of the usual school desks, Montessori acquired child-sized chairs and tables for 50 or more three-to six-year-olds. She brought along self-correcting instructional materials which she had created for “defective” children, to help them learn sorting, tting things together, and other skills essential for independence. Her observations suggested the need for additional materials, and gradually her repertoire expanded. She found that children learned abstract concepts more readily when materials involved all of a child’s senses, touch as well as sight and sound. Known as Casa dei Bambini—”Children’s House”—the school opened January 6, 1907.
The children were an unpromising lot—sullen, withdrawn, rebellious. Yet Montessori made a series of startling observations as she worked with them. She discovered children have a powerful, inborn desire to learn and to achieve independence. She saw how children learned spontaneously where they had enough freedom. They developed remarkable concentration on tasks that they chose. They preferred exploring real things–the world of grownups–rather than conventional toys. Classroom order was maintained without rewards and punishments when children were happily engaged. Children blossomed in an atmosphere of dignity, respect, and freedom.
Freedom, Not License
Although Montessori gave children considerable freedom, this didn’t mean they could do anything they wanted. She insisted children conduct themselves properly and treat others with respect. “The rst idea that the child must acquire,” she wrote, “is that of the difference between good and evil; and the task of the educator lies in seeing that the child does not confound good with immobility, and evil with activity, as often happens in the case of old-time discipline. And all this because our aim is to discipline for activity, for work, for good; not for immobility, not for passivity, not for obedience…. A room in which all the children move about usefully, intelligently, and voluntarily, without committing any rough or rude act, would seem to me a classroom very well disciplined indeed.”
Montessori observed that children thrived when the teacher–whom she termed a “directress”— showed how to do something, then encouraged free exploration. She emphasized practical life skills to help children develop self-con dence and become more independent. Such skills included personal hygiene, putting materials back where they belonged, cleaning the classroom, preparing meals, and taking care of plants and pets.
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Like most people, Montessori had assumed that children wouldn’t be receptive to reading and writing until age six. But the young children in her classroom asked for instruction. She and her assistant made sets of script letters with markers enabling the children to tell which way was up. She devised exercises to help children learn the shapes and sounds of letters.
Within two months, she witnessed an explosion of writing. By Christmas, while government school children were still struggling with their letters, two of Montessori’s children—four-year-olds—wrote holiday greetings to building owner Edouardo Talamo. Montessori reported triumphantly: “These were written upon note paper without blot or erasure, and the writing was adjudged equal to that which is obtained in the third elementary grade.”
Contrary to prevailing doctrines, Montessori found that children best learned how to read after learning how to write. She prepared cards to label everyday objects, and she showed how to sound them out—the children already knew the sounds of individual letters. Within days, they were reading street signs, store signs, package labels, and just about everything else around them as well as books.
The Montessori Method
She began training teachers, opening more schools and writing books. Her rst book was Il Metodo della Pedagogia Scienti ca applicato all’ educazione infantile nelle Case dei Bambini. In 1912, it appeared in English as The Montessori Method and became an American bestseller. She was no abstract philosopher like her contemporary John Dewey. Rather, she was a doer who provided a speci c model to help children learn and achieve independence. Her book was translated into Chinese, Danish, Dutch, French, German, Japanese, Polish, Romanian, Russian, and Spanish.
Montessori was a sensation. Aspiring teachers crossed the continent to be trained by her. In December 1913, she visited the United States where she met telephone inventor Alexander Graham Bell, electrical genius Thomas Edison, social worker Jane Addams, and Helen Keller who, though blind and deaf, had made herself a remarkably cultivated woman. During the next four decades, Montessori traveled throughout Europe and Asia–she trained over a thousand teachers in India alone.
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Although Montessori schools sprung up around the world, her in uence waned after the initial publicity about the Casa dei Bambini. Concerned that her work was being oversimpli ed, she insisted on total control of teacher training and of Montessori materials, and this alienated many supporters. She encountered ferocious opposition from academics, especially in the United States. The most in uential adversary was William Heard Kilpatrick, a “progressive” follower of John Dewey and professor at prestigious Columbia University Teachers College. Montessori surely encountered opposition because she was a woman when school administrators and education professors were men. She was Catholic, which made a lot of Americans suspicious. Her academic training was as a medical doctor, not an educator. Finally, she was Italian. Americans had become disillusioned with President Woodrow Wilson’s intervention in World War I, which failed to “make the world safe for democracy” as he had promised, and they turned inward, away from Italy and just about everything else European. Maria and her son and his family left Italy in 1936 when fascist dictator Benito Mussolini imposed government control over schools. They settled in Amsterdam, then spent World War II in India and returned to Amsterdam afterwards, promoting her ideas every step of the way. Most famous student of an Amsterdam Montessori school: a Jewish girl named Anne Frank whose poignant diary was published after she died in Hitler’s Bergen-Belsen concentration camp.
While chatting with friends in Noordwijk aan Zee, a North Sea Village not far from the Hague, Maria Montessori suffered a cerebral hemorrhage and died May 6, 1952. She was almost 82. Mario, who had become her training associate, was by her side. She considered her place wherever she happened to be, so she was buried at a Catholic church cemetery in Noordwijk.
When the obituary notices appeared, few Americans had any idea who she was. Rejecting failed “progressive” education and rooting around forgotten doctrines, though, some enterprising individuals rediscovered Montessori.
In Greenwich, Connecticut, a feisty, outspoken educator named Nancy McCormick Rambusch wasn’t satis ed with the offerings from local schools. She had read about how Montessori got great results giving children freedom to learn. Rambusch went to London for Montessori teacher training. Friends asked her to educate their children, and in 1958 she opened the Whitby School which sparked the American revival of Montessori.
Four years later, at Santa Monica (Calif.) Montessori School, former government school teacher Ruth Dresser led the revival on the West Coast—attracting celebrity parents like Robert Mitchum, Yul Brynner, Michael Douglas, Sarah Vaughn, and Cher.
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Now there are 155 American schools accredited by Association Montessori Internationale (AMI), the group established by Maria Montessori in 1929 to uphold her standards. Another 800 schools are accredited by the American Montessori Association (AMS) which, started by Rambusch in 1960, considers some variations appropriate for American culture. About 3,000 more schools call themselves “Montessori.” In a dramatic turnabout, 200 government schools, embarrassed by revelations of their costly failures, have established “Montessori” programs.
My own son, Justin, goes to The Montessori School (AMI, Wilton, Connecticut), which is a wonder. It goes through the sixth grade. Tuition is around $5,000 versus the $10,000 per student local government schools spend. Like Montessori schools everywhere, mine welcomes parent classroom observations–discouraged in local government schools. You can see for yourself how children thrive when they are free to move about. You can see the intense, joyous concentration of children who freely choose their work. You can see children teach themselves important skills with Montessori materials. You can see children gain independence with the liberating spirit of Maria Montessori.
Jim Powell Jim Powell, senior fellow at the Cato Institute, is an expert in the history of liberty. He has lectured in England, Germany, Japan, Argentina and Brazil as well as at Harvard, Stanford and other universities across the United States. He has written for the New York Times, Wall Street Journal, Esquire, Audacity/American Heritage and other publications, and is author of six books.
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3 ways to prepare children for jobs of the future Today's technology evolves so rapidly, it's impossible to predict what new inventions are coming. How can parents and educators today prepare children for technology and jobs that may not even exist yet? A recent education study by Harris Poll reveals that hands-on, collaborative learning experiences increase children's con dence and ability to learn new things. The study showed that children worldwide who are con dent learning STEAM subjects (science, technology, engineering, arts and mathematics) feel more con dent about their ability to learn overall. And that con dence translates into a willingness to try new things - an essential trait in education and business, where changes occur at a rapid pace. (BPT) -
LEGO Education Master Educator Aaron Maurer provides tips for teachers and parents on fostering con dence in STEAM subjects, drawing on his many years of experience using LEGO Education solutions and as a FIRST LEGO League robotics coach.
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1. Let children try - and fail Children build con dence when they're given the opportunity to try new things, even if they feel unsure of themselves. Experiencing trial and error, and learning from setbacks, means children can also fully own their successes. If kids are free from the pressure of needing to achieve constant success, they are more willing to learn from their failures. The Harris Poll found that most parents, children and educators from several countries acknowledge the role of failure as a necessary part of learning. And overcoming that failure is the foundation for genuine con dence. As Maurer describes, "When something doesn't work and kids have the opportunity to troubleshoot and make it work, you can see their con dence light up." What do children gain by engaging in concrete learning experiences, as opposed to passive activities like listening to a teacher or reading a book? 2. Encourage hands-on experiences While the study found that the vast majority of educators worldwide (95%) highly value handson learning, teachers said their schools did not provide enough hands-on learning experiences, due to time limitations and curriculum constraints.
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Maurer explains, "Hands-on learning - learning through building, through trial and error, through collaboration - has the power to engage kids in a way that lectures and worksheets simply don't. Getting hands-on with a challenge or a task allows them to explore and realize there isn't just one answer. It allows them to experience failure in a healthy way and realize that failing at a task is a natural part of the learning process and does not mean a subject is out of their reach." Parents wanting their children to experience more hands-on learning may want to seek afterschool classes and clubs, or games and activities to do at home that foster more hands-on experiences in a variety of subjects. For example, parents can nd after-school clubs such as a FIRST LEGO League, which lets kids of all ages work out solutions to real-world problems in a fun team environment. 3. Encourage development of soft skills While we can't anticipate every technological advance that may occur in our children's lifetimes, one thing doesn't change: Communicating and collaborating with others is a vital part of any job, in any eld. How can you help children develop these skills? Provide opportunities where kids work together to solve problems, create - or just play together. Try a sports team, music group or social club. Any opportunity to interact with others positively, working toward common goals, can boost their con dence and ability to be part of a team. Future jobs may be hard to predict, but helping kids develop con dence and their ability in STEAM skills - and soft skills - will provide a strong foundation to tackle future challenges. For more ways to boost your children's con dence in learning, visit LEGOeducation.com. Celebrate National Computer Literacy Month this October by helping children learn skills for the future.
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FLOWER Chrysanthemum
You Need To Know This Month
Did you Know… Chrysanthemum’s Symbol A native to Asia with a history that dates back to 15th century B.C., chrysanthemum symbolism often originates from its original birthplace. In Japan, there’s even a “Festival of Happiness” to celebrate this ower each year. The Chrysanthemum is often simply referred to as mums, you can nd this bloom in a wide range of sizes and colors, including the most common pink, white, yellow and red varieties. Chrysanthemums most commonly symbolize loyalty and honesty, though meanings can vary depending on the ower’s color.
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FRUIT Arbutus Unedo
You Need To Know This Month
Did you Know… Arbutus Unedo's (Strawberry Tree) is an edible fresh fruit. They are used mostly for jam, marmalades, yogurt and alcoholic beverages, such as the Portuguese medronho, a type of strong brandy. Many regions of Albania prepare the traditional drink rakia from the fruits of the plant. The owers are pollinated by bees, and the resulting honey is bitter tasting but still considered a delicacy. Arbutus Unedo's leaves have been used in traditional and folk medicine in the form of a decoction having the following properties: astringent, diuretic, urinary anti-septic, antiseptic, intoxicant, rheumatism, tonic, and more recently, in the therapy of hypertension and diabetes. The leaves are reported to have a high concentration of avonol antioxidants, especially quercitin, best extracted with a decoction, and together with the fruits are a source of antioxidants. The leaves also have anti-in ammatory properties.
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ANIMAL
You Need To Know This Month
DANGER OF EXTINCTION
Red Tuna
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Magellanic Penguin
Mexican Wolf
Gira e
Javan Rhinoceros
Green Initiatives YOU can do… NOVEMBER
https://www.vegansociety.com
World Vegan Month
held annually just after Thanksgiving
November 29
INTERNATIONAL JAGUAR DAY www.wcs.org/international-jaguar-day
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- Life is hectic, full of
This doesn't mean you have to be a savvy outdoor adventurer. There is a growing movement of people of all ages and walks of life embracing nature by nding new ways to discover the world around them. If you feel the draw of the outdoors, consider these ve ideas for disconnecting and enjoying activities outside:
stress begins to melt away as you bask in the fresh air, sunshine and beauty of nature.
it by packing lunch or other snacks for mid-hike picnics where you can take in the grandeur of Mother Nature.
Think demands at work and home. Add digital outside: 5 distractions like computers, cell phones, tablets and more, and it's no wonder ways to many people are record-high disconnect experiencing levels of stress. and enjoy One simple solution is to shift your perspective by the spending more time When you do an outdoors outdoors. with others. Make a day of enjoyable activity outside, (BPT)
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3) Explore the open road There's something freeing about the open road and exploring the nation's highways, byways and hidden winding roadways. The fresh air and breeze in your face is second only to the sights and sounds of the new surroundings you experience as you explore cities, towns and country sides. As you look for your next adventure, try an alternative to a car or motorcycle that provides an exhilarating experience, such as a three-wheeled motor vehicle. These vehicles are as fun to drive as they look, plus most can comfortably seat two people for joint outdoor exploration.
Kick back and explore on a Bennington Pontoon. Try your hand at paddle boarding. When in doubt, just plan a beach day with a group of friends or the whole family. As life continues to pull people in every direction, it's more important than ever to take a moment and spend time outside. With these ideas, it's easier than ever to enjoy connecting with others and the outdoors.
4) Head o road Find endless possibilities beyond the pavement. Few things can compare to traveling o road and discovering hidden spots and new places. With Polaris o -road vehicles, the options are only limited by your desire to explore. Pack up your gear and head out knowing you're in a machine made to journey through the forests, deserts, mountains and beyond. Go at your own speed and see where it takes you. 5) Wander the water Whether it's a pond, lake, river or ocean, the water is equal parts soothing and exhilarating. It provides countless opportunities to spend time outside, depending on your personal preferences. Fish from the shoreline. Rent a canoe or kayak to discover bays and sandbars.
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Sustainability is more than recycling: The importance of understanding product lifecycle (BPT) - Looking for sustainable packaging when shopping is an important step for
reducing your environmental footprint. For many people, this means seeking packaging that is recyclable. While that's an important element of sustainable packaging, it's only one part. You can make a bigger impact and support the well-being of the earth, as well as the people and communities involved in producing products, by understanding a product's full lifecycle. So, what else should you consider when comparing packaging? 1. Material sourcing Beyond what materials are used, it's important to ask where the materials come from and how they are sourced. How can you know material sourcing is done responsibly? Some brands go through extensive evaluations to be certi ed by reputable third-party organizations. Here are a couple of labels you can look for and feel con dent the packaging you are purchasing is responsibly sourced:
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Forest Stewardship Council® (FSC®) label: FSC® is an independent, nongovernmental forest certi cation standard. When you purchase FSC®-labeled products, you're helping forests and the people that rely on them thrive by supporting zero deforestation, fair wage and work environment, community rights and protection of plant and animal species.
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Bonsucro Chain of Custody label: The Bonsucro Chain of Custody Standard relates to the supply of sugarcane, including all stages from feedstock production up to consumption. This certi cation provides assurance that sustainability claims can be tracked along the supply chain, including responsible sourcing and ethical trading of sugarcane, which can be used to produce a plant-based plastic material in place of traditional fossil-fuel based plastics. 2. Renewable, plant-based materials Renewable plant-based materials are better for the environment because they can be replenished over time and enable a move away from fossil fuel-based materials. Plus, you can feel good that renewable resources are natural resources, which will replenish the portion depleted through consumption. Examples of renewable materials you are likely to see on a store shelf include: Paper from responsibly managed forests: All Tetra Pak® cartons use paperboard from trees sourced from FSC®-certi ed forests and other controlled sources. On average, a Tetra Pak carton consists of 70% paperboard, a renewable plant-based material. Plastics made from plant-based materials: Plant-based plastics look and perform the exact same as their fossil fuel-based alternative. Look for the Bonsucro logo, which demonstrates responsible sugarcane management. 3. Protection of the product Good packaging helps protect the product, which is particularly important for foods and beverages. This helps ensure you don't get sick and helps reduce food waste. Globally, food waste is responsible for 8% of greenhouse gas emissions, according to the Food and Agriculture Organization of the United Nations. When shopping, look for packaging that helps to extend shelf life without a negative impact on nutrition. For example, foods and drinks in shelf-stable cartons from Tetra Pak are treated using UHT (ultra heat treatment). When combined with the company's shelf-stable packaging, products ranging from dairy milk to chicken broth are safe and delicious for long periods of time without the need for additives, preservatives or refrigeration before opening.
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Bonus: In addition to minimizing food waste, shelf-stable packaging does not require refrigeration. This minimizes energy consumption that would otherwise be used to support a refrigerated distribution chain. 4. Recyclability Once a package has ful lled its purpose, what happens at the end of life? Ideally, it can be recycled. When shopping, look for a recycling logo on the package. Many packages are considered widely recyclable and can be placed in your curbside bin. Keep in mind, though, some packages are not yet recyclable everywhere, so you may see a recycling logo with additional quali cations such as: Recyclable where facilities exist, or, with speci c instructions on where to return the item to be recycled. To prevent litter, reattach caps or push straws into a package before you place them in the recycling bin. 5. Carbon impact In addition to understanding a product's lifecycle, some package changes can reduce the overall carbon footprint. For example, the carbon emissions of a package with renewable, plant-based plastics are less than the same package with plastic made from traditional fossil fuel-based materials. Check the packaging or a brand's website for information about the carbon footprint of the package. For example, Carbon Trust™ o ers a "Reducing CO2 Packaging" certi cation for brands to include on-pack that demonstrates a move toward a package with a lower carbon impact. Understanding a product's lifecycle can help you make more informed shopping decisions. Learn more at Tetrapak.com/en-us/Sustainability.
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Autumn’s Beauty Autumn, a season of breathtaking transformation, paints the world in a symphony of vibrant hues. The trees, once adorned in lush green, now don costumes of red, orange, and gold. Their leaves, like nature's confetti, gracefully fall, creating a mosaic on the ground. The air turns crisp and invigorating, carrying with it the earthy scent of fallen leaves and the promise of cooler days. Each breath is a reminder of the changing seasons, a reminder that nature is in a constant state of renewal. As the days grow shorter, thoughts of winter's impending arrival linger on the horizon. The cozy embrace of sweaters and scarves becomes a welcome shield against the encroaching chill. It's a season of reflection, of savoring the final moments of outdoor beauty before the world is blanketed in snow. In the midst of autumn's splendor, we find solace in the impermanence of life, as leaves fall and seasons change, reminding us that beauty can be found in every stage of existence.
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You should feel beautiful and you should feel safe. What you surround yourself with should bring you peace of mind peace of spirit. ~Stacy London
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4 strategies to make learning fun for your kids (BPT) - Supporting your child's early learning opportunities isn't just important for the present.
Doing so can plant the seeds for future success. According to the National Institute of Children Health and Human Development, studies show that supporting children's early learning can result in higher test scores from preschool up to age 21, better grades in math and reading, and a better chance that children will stay in school and go to college. Of course, getting your children interested in learning is easier said than done. Read on to learn four strategies that will make learning an engaging and entertaining experience for kids that can foster a lifelong love of learning. 1. Reward achievements A powerful tool to motivate your kids to learn is positive reinforcement. By o ering rewards like stickers, extra playtime or a sweet treat when your child completes a tough assignment or gets a good grade, you can help them enjoy homework and other educational tasks. A rewards system helps kids recognize their e orts and visualize their progress. This concrete proof of their achievements can encourage them to set goals and work steadily to achieve them. One thing to remember is that the rewards shouldn't overshadow the importance of learning itself. Make sure to emphasize both the short- and long-term bene ts of knowledge.
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2. Snacks as learning tools Turn mundane lessons into a delightful experience by incorporating snacks into learning. According to a study by The Nation's Report Card, only 35% of students are reading pro ciently by grade 4 and the National Assessment of Educational Progress reading scores are the lowest in decades. As such, it's important to teach literacy in an engaging, imaginative way from an early age. A bite-size snack that's perfect for educational activities are Sun-Maid raisins. For back-toschool season, the brand collaborated with ABCmouse, the leading digital learning program for children, to expand access to literacy resources. Each iconic red Sun-Maid raisins box features exclusive, limited-edition ABCmouse ash cards with a sight word on every carton. Each pack of six boxes also features a custom link to an interactive microsite hosted by ABCmouse. There, kids will nd a variety of imaginative and engaging activities, from over 120 di erent ashcards to worksheets to coloring pages. Not only will kids be learning, but they'll also be enjoying a delicious better-for-you snack - a double win for parents and kids! To learn more about these fun, free learning activities, visit ABCmouse.com/ABC/SunMaid. 3. Plan eld trips that inspire You can extend learning beyond the classroom by taking your kids on inspiring eld trips. If they're learning about local history, check out a museum for exhibits on the topic. Many museums, zoos, botanical gardens, historical sites and science centers o er interactive exhibits, guided tours and other activities that make subjects come to life. It's these hands-on experiences that make learning fun and help children retain the knowledge they gain throughout the school year. For a low-cost alternative, consider taking your kids out on a walk to discover and learn new things. Take turns identifying di erent things based on themes (e.g., name things you see that are yellow) or take a new path that leads to a fun surprise, such as stopping by a local Little
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4. Get crafty When paired with a lesson, crafts are an excellent way to make learning meaningful. Making dioramas, posters and models helps kids create a visual representation of what they're learning and gives them a hands-on approach to learning. If your child is learning about the solar system, help them build a model of the sun and planets to help solidify the concept. Or, if they're learning about a historical event, they can design a diorama or poster that illustrates the event in a concrete way. Parents can transform learning from a chore into an adventure by o ering rewards, incorporating snacks, planning eld trips and using crafts. These tips can help you create an environment that encourages your kids' curiosity and allows them to explore education in a fun and accessible way.
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Teaching young children about nature is crucial. It cultivates a lifelong love for the environment, encouraging them to appreciate and respect the natural world. This early connection with nature enhances physical and mental well-being by promoting outdoor activities and reducing stress. Furthermore, it equips children with vital knowledge about biodiversity and conservation, empowering them to be responsible guardians of the planet. Ultimately, educating kids about nature enriches their lives and contributes to a more sustainable and environmentally conscious future.
