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Congratulations Grads! Final Summer Camps & Programs Showcase! Mascara, Old Friends & Other Superheroes - Part 2
Fostering Autonomy: Tending to Children's Autonomy Needs Development of Children's Autonomy Cultivating Self-Worth Community Calendar Enter to Win! See page 2! Education Feature: Next Generation Children's Centers Have A Safe & Happy Summer!
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! y a D s ’ r e th ! y a l F u J y f o p h p t a 4 H py p a H SUMMER ISSUE • JUNE/JULY 2014
2 North Shore Children & Families
Family & Friends
Mascara, Old Friends & Other Superheroes - Part 2 The Transformation by Suzanne Provencher, Publisher A little over a month ago – though it truly seems like a millennium ago – my BFF of over 44 years began her latest battle. I am amazed and grateful at the transformation I have been honored to witness and participate in. I am proud to wear my blinged cape and join her in this battle…in any battle. Fear has been replaced by grace and hope. Anxiety has been replaced by calm and conviction. Focus is on the positive, as we place the negative things that pop up in “the box”. Her once ashen face now glows like an angel and I know that she is blessed. And for the first time in many years during her prior battle, she is not giving in to illness. In many ways – she is living more now than she has in a long time. And it is all within her power that this is so. She is open to any help I and other friends so willingly offer. And she is quickly becoming quite philosophical at this stage in her life. In many ways, she is becoming deeper than I’ve ever known her to be. We got through round one of chemo like a charm! Minimal side effects – but mostly a pretty good cycle. And now she is preparing for round two, which
begins tomorrow. She is planning to finish what nature recently started today, by shaving her head. The old girl I knew would not have handled this very well. Our hair is our crowning glory, after all. I remind her, in my attempt to comfort her, “Isn’t it great that you have such a beautiful face and will look wonderful with or without hair?” She wants to believe me. I take her face in my hands and reiterate that everything will be OK. And she believes me as she nods and smiles. (And for the record, she looks GORGEOUS with her new buzz cut, complete with monogram initials! Of course you monogrammed your head! You go, girl!) Her birthday is this weekend. I am taking her away, along with her daughter, for a weekend of fun. A change of scenery will be good for all of us warriors. We will probably make lots of good memories – as we always did in the past when we would get away together – just the three of us – for pageants and figure skating competitions over the years. We still talk about the silly and wonderful memories, and so many of them, that only we share. We recall her daughter’s birthday parties, the sleepovers, the pool and the boat that we so Continued on page 13
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3
Letter from the Editor
Promoting Autonomy and a Sense of Self-Worth in Children by Michael F. Mascolo, Ph.D. Children – like all people – have a need to affect their world. We want to make things happen. By the age of two, children are able to verbalize their desire to “do it myself!” Contemporary parents tend to place high value on the development of autonomy in their children. We use the term autonomy to refer to the ability to be self-determining; to make decisions for one self; to carry out tasks and responsibilities independently; to forge a path in life free from coercion. The capacity to be able to exert control over one’s life is foundational to a child’s emotional development. However, the concept of autonomy is a tricky one. We tend to think of autonomy as a virtue – something that is morally good. Aristotle, however, warned us that
North Shore Children & Families
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A publication of North Shore Ink, LLC © 2014. All rights reserved. Reproduction in full or in part without written permission of the publisher is prohibited.
Suzanne M. Provencher Publisher/Co-Founder/Managing Partner suzanne@northshorefamilies.com Michael F. Mascolo, PhD Editor/Co-Founder/Partner michael@northshorefamilies.com Designed by Group One Graphics Printed by Seacoast Media Group Please see our Calendar in this issue for our upcoming deadlines. Published and distributed monthly throughout the North Shore, 10x per year, and always online. All articles are written by Michael F. Mascolo, PhD unless otherwise credited. Information contained in NSC&F is provided for educational and entertainment purposes only. Individual readers are responsible for their use of any information provided. NSC&F is not liable or responsible for the effects of use of information contained in NSC&F. Established 2007.
virtues can easily turn into vices when they are taken to the extreme. As a result, there are two ways that autonomy can go wrong – we can have either too little of it or too much of it. In contemporary American culture, when we err, we do so on the side of granting children too much autonomy too early in development. Parents sometimes err on the side of “too much autonomy” because they believe that children learn best when learning comes “from within”. From this view, children learn best when they are able to direct their own actions and make their own choices. As a result, the role of parents is not so much to lead, but instead to follow the child’s lead; the concern is that too much direction can promote conformity over autonomy. However,
to be autonomous is to be able to do something – tell the time, choose a friend, decide what to have for lunch – on one’s own. No child is born able to do such things, let alone carry them out alone. To perform a task autonomously is to have the knowledge and skill to carry it out appropriately and responsibly. Children do not gain the capacity to do so without the slow, sensitive guidance of other people. It follows that autonomy is something to be granted slowly over time rather than something that should be simply bestowed. All people need to feel that they have worth – that they matter. The process of promoting self-worth is similar to the process of fostering autonomy. When parents provide both direction
and support, they help provide the emotional foundation for children’s sense of self-worth. In our life’s projects, we will both succeed and fail. In fact, it is almost inevitable that we will encounter some form of failure before we succeed. We will confront hardship, self-doubt and difficult emotion. In fact, the capacity to persevere through failure is what allows us to overcome hardship en route to success in our life projects. Cultivating self-worth is not a matter of always succeeding at everything. Self-worth is not a fixed quality of a child; instead, it is a process; it is a skill that can be taught. It involves teaching children to appreciate the good in who they are in the present, while simultaneously acknowledging their challenges and seeking to improve slowly over time.
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North Shore Children & Families
Children’s Emotions
Fostering Autonomy
Tending to Children’s Autonomy Needs Supporting the development of a child’s sense of autonomy is an essential part of a child’s emotional development. As indicated before, from the earliest ages, children seek to gain some degree of control over their worlds. However, children’s capacity for autonomy in any given area of life is limited. Granting children autonomy before they are able to master the skills necessary to make those choices increases the likelihood of failure, poor performance, frustration and self-doubt. From this perspective, there are several ways to support a child’s need for autonomy in any given context. First, whenever possible and appropriate, seek to involve a child in shared activities and decision-making at the level that is appropriate for the child’s level of development. Just because a child wants to be able to make his own decisions doesn’t mean that he is ready or able to do so. However, children are able to be active participants in many activities that affect them. The trick is to make room for the children to participate in shared activities and decision-making in ways that are sensitive to their developmental levels and the parent’s rules and interests.
“You can have vegetable soup or a tuna sandwich – you choose!” “If you want to help mommy, take this brush and paint this part of the wall here. Don’t go outside of the lines I’ve painted for you. And stay on the newspapers.” “We are going to have a movie night. But we all have to agree on a movie to watch. We want to hear what movies you want to watch, but you can’t just say ‘no’ to everyone else’s choices.” Second, whenever possible, identify with the child’s interests and projects. Over the course of childrearing, it is inevitable that children will come into conflict with a parent’s rules, interests and standards. As a result, it is easy for children to come to feel that they are at odds with their parents – that if a
Continued on page 6
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North Shore Children & Families
Children’s Emotions
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6 North Shore Children & Families
Tending to Children’s Autonomy Needs Continued from page 4
child wants something, the parent is going to oppose it. Of course, this is not true. An authoritative parent is not someone who is at odds with her child’s interests; she is someone who seeks to embrace those interests whenever possible. Her agenda is not necessarily to deny children what they want, but instead to help children bring their legitimate interests and projects to fruition in ways that are appropriate, effective and responsible. By expressing honest appreciation for the goals and interests that parents feel that they can support, authoritative parents actively support their children’s autonomy. “I love seeing you draw. Let’s put your picture on the refrigerator.” “You want a guitar for your birthday. I think that’s a wonderful goal. If you are serious and willing to practice, I’m willing to buy you a guitar and do whatever I can to help you learn to play it well.” It is also important for parents to try to identify with some aspect of a child’s interests, even when parents disagree with a child’s broader goal or project: “You want to play football. I’m glad that you want to play a sport. You seem to enjoy it so much, and I enjoy watching you play. I’m worried about so many children getting concussions in football. Although I really want to do what I can to help you play sports, I won’t have you doing something where you get hurt. Let’s work on finding a way you can be in a sport without getting hurt.” Over time, as children come to feel that parents have their genuine interests at heart, an “emotional partnership” can develop. At this point, the child and parent can begin to work together to actively advance the child’s legitimate goals. As children come to see that working collaboratively with their parents succeeds in advancing their goals, they will be more likely to accept a parent’s overtures and even seek out a parent’s guidance. A parent can facilitate the development of such a relationship by being explicit about her expectations about how the child and parent can collaborate. “I’m not here to stop you from doing the things you want. I’m here to help you figure out what you want and how to do it right. I know you want to go to Cathy’s birthday party. I’d like to see you be able to go. But you can’t call her up and invite yourself. If you want to have a chance to be invited to her party, what you will have to do is…”
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Education Feature
Next Generation Children’s Centers Celebrating 20 years of Leadership in Early Childhood Education be bothered with transporting these items to and from school. “This is all included in our tuition - so parents don’t have to worry about extra fees. By having a kitchen staff, a maintenance crew and a full time administrator at the front desk, it allows our teachers and managers to focus solely on the children,” states Donna.
Next Generation Children’s Centers has been partnering with working families for the last twenty years. It all began in 1993 when Donna Kelleher searched and could not find quality child care for her first granddaughter, Jessalyn. That search made her realize that there was a tremendous need for quality childcare for working parents and Next Generation Children’s Centers was born. NGCC combines a strong educational focus with quality services that assist families with their busy lives. Our state of the art school in Beverly opened in 2009 and accepts Infant through Pre-Kindergarten aged children. School facilities include a separate infant wing with heated floors, a Performing Arts room, indoor play spaces, age appropriate outdoor playgrounds and a commercial kitchen. NGCC also serves breakfast,
lunch and three healthy snacks each day that are prepared by our kitchen staff. The kitchen staff also launders the children’s dirty clothes and nap time belongings so you don’t have to
Offering research-based curriculum for every stage of development, our professional staff is able to work with your child in both small and large group settings. “We want the children graduating from our schools to be confident and eager to learn during their elementary school years,” Donna explains. “Our philosophy is to ‘Nurture the Whole Child’, which integrates four key components that work together to create a foundation for the success for your child: Academics, Wellness, Social and Community. Our program provides children with a strong academic foundation and builds their confidence and understanding in regards to the world around them.” NGCC offers year-round child care with limited holiday closings along with full and part time scheduling options. This helps parents achieve their work-life balance - which can be a challenge with the hectic schedules that many families have. NGCC is proud to be a local, family owned and operated business made up of professional educators that are passionate about their work with children. The entire team at Next Generation is dedicated to providing a safe and stimulating environment for your child to develop a life-long love
of learning. We invite you to schedule your visit and find out why NGCC is a leader in early childhood education. Call us at 978-202-4100 or email Beverly@ngccenters.com to learn more about your enrollment options. Locations in Andover, Beverly, Franklin, Hopkinton, Marlborough, Natick, Sudbury, Walpole, Westborough and Westford Donna Kelleher was recently named the 36th woman in the top 100 Women Led Businesses in Massachusetts. Each woman on the top 100 list has made a significant impact on the Commonwealth’s economy and has established herself as a visionary leader of a successful company. Donna was honored as the recipient of the 2013 Metrowest Chamber of Commerce Person of the Year.
The information contained in this education feature was submitted by Next Generation Children’s Centers, and published in partnership with North Shore Children & Families; www.northshorefamilies.com.
8 North Shore Children & Families
Fostering Autonomy
Fostering the Development of Children’s Autonomy Being autonomous is to be able to do something one one’s own. In this way, being autonomous is a kind of skill. We become autonomous in some activity when we have mastered the skills needed to complete it on our own. All skills take time and effort to develop. Teaching someone how to master a task – that is, how to perform autonomously in that task – occurs best through a process that psychologists call scaffolding. Scaffolding occurs when a parent or teacher guides a child through the process of performing a new task or acquiring a new skill. When scaffolding a child, a parent may do any or all of the following: • Break down the task into smaller parts • Ask questions that direct the child’s attention to parts of the task • Direct the child to perform individual parts of the task • Complete part of the task so that the child can be successful at another part of the task • Manage the child’s frustration and emotional state
Once the new skill is constructed, the parent removes her “scaffolding” and turns responsibility of the task over to the child. It is only at this point that a child is able to perform the task on his own – that is, autonomously. For example, if a child is trying to put together a difficult puzzle, a parent might focus the child’s attention on only part of the task. He might put two pieces together as a kind of demonstration. He might select a piece and ask, “Where does this one go?” The parent adjusts the level of support that he provides to the child’s developing skill. At any point in the process, the parent supports the child’s autonomy by helping the child be successful in performing that part of the task that is within the child’s grasp. Little by little, as the child gains skill in any one part of the task, the parent relaxes the scaffolding and increasingly turns the task over to the child. At this point, the parent might “up the ante” and assist the child in building more complex skills.
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Cultivating Self-Worth
Fostering a Sense of Self-Worth in Children It is not possible to promote a sense of self-worth in children simply by telling them that they are wonderful. Such practices bring about the very conditions that lead children to think of their self-worth as a fixed thing. The key to promoting a sense of selfworth is not bestowing esteem upon children, but instead teaching them how to approach the task of evaluating themselves when good and bad things happen to them. This involves teaching children the skill of self-appreciation. Self-appreciation is not something that people have; it is something that people do. It is the active process of appreciating what is good about who we are in the present while simultaneously seeking to improve ourselves in the future.
Self-appreciation is an integral part of the larger process of self-cultivation. Self-cultivation refers to the long, slow process of actively attempting to become the person we want to be. Fostering self-cultivation involves (a) helping children to identify themselves with a system of values that defines what it means to be a good person (or to do something well) and (b) supporting children’s efforts to make incremental progress toward the goal of becoming such a person. It is important to note that fostering the process of self-cultivation is not the same as praising effort over achievement. On the contrary, fostering self-cultivation means supporting children’s effort-en-routeto-achievement. Effort without achievement is a form of failure;
achievement without effort typically falls far below what a child can attain with effort. With sustained effort and perseverance, children virtually always make incremental progress in their learning. The key to cultivating self worth is to teach children to actively appreciate what is good about themselves in the present (including how far they have come over time) while simultaneously looking forward to the opportunity to improve themselves in the future. It means identifying our self-worth with what is of value in who we are now and who we are becoming over time. It is the active process of identifying our worth in terms of the value in our present selves even though we know there will always be room for
improvement. It does not mean ignoring or explaining away failure, difficulty or hardship, but rather viewing them as indicators that further effort and perseverance are necessary. This process is shown in the figure on page 11. To illustrate how parents can teach children how to cultivate a sense of self-worth, consider a real life example involving a father teaching his six-year-old daughter how to snowboard. Over the course of several hours, with an astonishing level of patience and skill, Annie’s father taught her how to snowboard down a hill and to stop effectively. In so doing, he scaffolded Annie as she gradually acquired the skill of stopping herself while snowboarding (selfContinued on page 10
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10 North Shore Children & Families Fostering a Sense of Self Worth Continued from page 9
cultivation), while also providing appreciative feedback (fostering selfappreciation) of concrete incremental changes in her skill throughout the process.
snowboard today?” When instructing Annie, he was careful to identify, in concrete terms, how to perform each action and why the actions were important. Explaining why “stopping” was important helped Annie understand why “stopping” was good for her. This helps Annie identify herself with the project of developing her skill. This gives Annie a series of concrete images of worth to strive for.
Teaching how to view failure as an opportunity for improvement: Annie’s father guided her through the process of learning to “stop” her snowboard. She failed many times en route to becoming proficient. Although Annie’s father never criticized Annie’s ability, called her names, or characterized her in any negative way, he did not refrain from Fostering identification with a providing sensitive, clear and honest valued goal: When the day began, feedback. With each failure, Annie’s he announced their shared project and father patiently explained what Annie explicitly invited Annie to identify with was doing wrong, and provided it: “Annie, are you gonna learn to
instructions and guidance for how to improve: [As Annie slides down hill] “Stand up! Hands all the way up! Heels, heels, heels!” [Child falls] “See what I mean? You have to really push hard on your heels!” Some parents have been led to believe that providing children with corrective feedback is damaging to a child’s selfesteem. Criticizing a child’s ability (i.e., “you’re no good at snowboarding”; “you don’t have the aptitude for this”) is damaging to a child’s sense of self. It actually teaches a child to adopt a fixed mindset. It not only leads the child to believe that his success or failure in any task is a function of some sort of fixed inner ability, it communicates to a child that he does not have the ability in question. There is a great difference, however, between criticizing a child’s abilities and providing corrective feedback to support
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North Shore Children & Families daughter’s progress by saying, “You are going so much faster now!” This encourages Annie to compare herself to her own previous performance, and reflect on how far she has come.
Self-Appreciation is a Process – Not a Fixed Thing
continued improvement. The former teaches a child that he has fixed worth; the latter teaches the child how to cultivate new skills over time. Acknowledging incremental progress: At one point, in teaching Annie how to stop herself while holding her hands to steady her, Annie’s father guided her down the hill as he coached her on how to dig in her heels to stop the snowboard. As Annie made small improvements, her father calmly praised each new step.
“That’s the way, that’s the way!” This helps the child gain immediate feedback about the fate of her efforts. She is able to see that she is able to make immediate (if gradual) progress when she puts forth effort and follows her father’s guidance. Learning to identify value in oneself in the present: Annie’s parents encouraged her to appreciate her present worth in many ways. After the day was over, Annie’s father expressed his appreciation for his
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Self-appreciation is an important step in the process of learning how to cultivate a worthy sense of self. Cultivating self-worth is not a simple product of looking at one’s self and finding that one is good or bad. Instead, cultivating self-worth is a skill that develops over time. It is thus something that we can teach children how to do. To foster the skill of selfappreciation, when issues related to self-worth arise, is to teach children
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to stop, reflect and find the value in who they are or what they have done in the present. Quite often, children will judge themselves by making comparisons to other children; noting their success or failure in school or in some task; or reacting to someone’s opinion. At this point, it is important to remind children that their worth is to be found in the incremental progress they make in working effortfully towards their goals. Our task is to define ourselves in terms of the value we find in who we are now, in how far we have come over time, and in our continued willingness to improve ourselves in the future.
You are reading our 2-month Summer issue, which covers June AND July. We will be back in early August. We hope you have a safe & happy summer! Best Wishes to all North Shore Dads this Father's Day!
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North Shore Children & Families
Summer Camps & Programs Showcase Series Part 4 of 4
Mascara, Old Friends & Other Superheroes - Part 2
North Shore Children & Families
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Continued from page 2
enjoyed. Yes – we share so many wonderful memories and good times – with many more to come. She is armed with her blinged out caps with matching headbands. The wig is ordered, along with a lovely new hat. We are making sure she has enough liquids and protein, lots of good, healthy, easy to prepare foods and water in the house. Friends bring casseroles and dishes that she likes to eat. These warriors bring her to her appointments and on errands, when she needs help or support. And I have become quite the pharmacologist as I sort her dozen plus medications into weekly pill organizers – so she can focus on the fight. She can leave those details to me. And she has. I think this
has really helped her. And for that – I am very thankful. Her other BFF is older and wiser than we are and she has been a tremendous source of support for both of us. We have surrounded our friend in a cocoon of friends. And it is all helping her. She is transforming, like the caterpillar, into a beautiful, brave butterfly warrior. I could not be more humbled or profoundly proud of her. I pray that round two goes as well as round one. I pray that her next CT scan is positively favorable, as they told us it should be. I pray that we have a good day – which leads to good days – which leads to good weeks – to good months – to good years – to
good decades. And I pray that we can always focus on the day and find the beauty and hope in it.
I resolve to get creative with kale. Keep up the good great fight, T.A.T.!
P.S. I am writing this new paragraph We will remind her to breathe deeply. after round 2 of chemo – and after our wonderful weekend away We will remind her to fight with celebrating my friend’s birthday! We conviction. We will do our best to keep her strong and safe in this battle. had an amazing time, as we always do. And almost a week after round 2 – so We are confident in her resolve and far – so good! Her CT scan is next we revel in her rapid transformation, week – and we are looking forward to which is serving her so well in so favorable results. And although my many ways. friend is embracing many new things, She still has not tried kale, but I’ll ideas and lots of hope – I now doubt gladly settle for broccoli or green she will ever try kale - and I bet she’d beans. I remind her that good food is like to put that (and a few other a weapon, like medicine, in this battle, things) in “the box”. Just remember, I as she sticks her tongue out at me – love you, T.A.T.! and we laugh – and then she takes Until next time – another bite of something green. Suzanne
Summer Camps & Programs Showcase Series Part 4 of 4
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14 North Shore Children & Families
Community Calendar To Submit to our Community Calendar: Please visit us at www.northshorefamilies.com and submit your listings directly through our website. From our Home Page – click on Calendar – then click on Submit and our form will open for you to complete and submit your listings. ALL calendar listings must be submitted directly via our website. While we will make every attempt to post all appropriate listings in our online Community Calendar, space is limited in print – and priority will be given to those events that are free and family-friendly – and those submitted by our advertising partners & sponsors. Calendar listings received online by the 20th of each month will be considered to also appear in our upcoming print calendar. If you need to guarantee that your listing will be posted in print – please contact Suzanne to advertise. To advertise, please contact Suzanne at suzanne@northshorefamilies.com or 781.584.4569.
For complete listing accuracy, we recommend that you call ahead or check the websites listed. Featured listings do not constitute an endorsement from this Publisher and we encourage our readers to always do their own research. SEEKING WRITERS & AD SALES HELP: If you would like to share your words and wisdom with us and our readers, please see page 14. If you would like to sell ads for us, several prime territories are still available; please see page 14.
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Would you like to share your story or expertise with local families? We are looking for experts, mothers, fathers, and others who would like to join our mission of helping local families throughout the North Shore. We cover all ages and stages of development – for individuals and for family units.
SIGN UP NOW: Open your home to an international student this summer! See Education First ad on page 4; www.ef.com/host/beverly. Take your group to the tropics – at Coco Key Water Park, Danvers! See ad on page 2; www.cocokeyboston.com. GET TICKETS NOW: Bill Hanney’s North Shore Music Theatre presents: Little Red Riding Hood (July 18); Jack and the Beanstalk (July 25); Pocahontas (Aug. 1); Cinderella (Aug. 22). See ad on back cover; www.nsmt.org.
2014 Musicals: Anything Goes (June 3-15), Disney’s The Little Mermaid (July 8-27), Grease (Aug. 12-14), Chicago (Sept. 23Oct. 5), Les Miserables (Oct. 28-Nov. 9), concerts and more!
JUNE 9:
FRIDAYS (6/27-8/8):
JUNE 19:
Mother Goose on the Loose Babytime at Amesbury Public Library, 9:45am; interactive storytime for babies 0-23 months w/caregiver. www.amesburylibrary.org
Spring Art Club at HamiltonWenham Library; free for Pre-K & older; 3:30-4:30pm. Drop in to complete a fun art project with Betsy! www.hwlibrary.org
MONDAYS (6/30-8/11):
JUNE 21:
Fizz, Boom, Crafts! Make a different science related craft each week at Amesbury Public Library; all ages welcome.
Happy 1st Day of Summer!
WEDNESDAYS (7/2-8/6): Lunch ‘n Read, noon; bring a lunch and sit outside to hear stories & more. All ages welcome. At Amesbury Public Library.
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JUNE 15: Happy Fathers’ Day!
JUNE 30: Deadline to enter for a chance to win a pass, good for 2 tickets to any musical, at North Shore Music Theatre, Beverly! See page 2! To buy tickets, please see the back cover. JULY 1:
THURSDAYS (7/10-8/7): Crazy 8s Math Club, 10:30am, at Amesbury Public Library; for K-2nd graders. Registration required. JUNE 4:
Happy Birthday, Judi! Bedtime Science, 6:30pm, at Amesbury Public Library; family event. Registration required. www.amesburylibrary.org
Happy Anniversary, Mom & Dad!
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2014 PUBLISHING SCHEDULE Issue
Areas of interest include:
Education Special Needs Behavior Nutrition Development Safety Health & Wellness Family Fun Medical Parenting Stories & More!
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Please email letter of interest & resume. Contact Suzanne Provencher, Publisher, at suzanne@northshorefamilies.com No phone calls, please.
August September October
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North Shore Children & Families
JULY 2:
NOON for ALL COMPLETED ADS Science Magic at Hamilton-Wenham (that do NOT require ad production assistance) for our August issue! Public Library, 6:30pm; free for all advertise, contact To ages. hwkidsroom.blogspot.com suzanne@northshorefamilies.com! JULY 4: If you need our ad production assistance, please confirm your ad size th Happy 4 of July! and submit your ad materials by noon, JULY 7: Wed., July 16! You can see our regular display ad rates, sizes, available discounts Programs for Kids & Teens begin at & more at North Shore Community College! community.northshore.edu/youth_programs www.northshorefamilies.com/advertise. JULY 22 (NOON): JULY 10: Community Calendar listings’ Happy Birthday to me! DEADLINE at NOON for our JULY 16 (NOON): August issue print calendar! Please submit all listings for August and early AD DEADLINE: If you need to September events directly through our advertise in our August issue, and if website (see beg. of this Calendar for you need our ad production details). assistance, please confirm your ad size and submit your ad materials by Art with Mel at Amesbury Public NOON TODAY! You can see our display Library, 3pm; for ages 6-9, rain or ad rates, sizes, available discounts & shine. Registration required. more at www.amesburylibrary.org www.northshorefamilies.com/advertise or JULY 23: contact suzanne@northshorefamilies.com. Audubon Butterfly Program at Amesbury Public Library, 4-5pm; for JULY 18 (NOON): ages 5-10. Registration required. AD DEADLINE: FINAL Advertising www.amesburylibrary.org Space Reservation DEADLINE at
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Animal World Experience at Hamilton-Wenham Public Library, 6pm; free for all ages. hwkidsroom.blogspot.com JULY 24: Open House at Boston Ballet School’s North Shore Studio at the Lynch/van Otterloo YMCA on the Salem/Marblehead line. www.bostonballet.org/school. JULY 26: Monarch Butterflies at HamiltonWenham Public Library, 1pm; free for K+ w/caregiver. www.hwlibrary.org JULY 29: Bedtime Science at Amesbury Public Library, 6:30pm; family event. Registration required. www.amesburylibrary.org JULY 30: Happy Birthday, Ryan! Please visit us online at www.northshorefamilies.com/events for more calendar listings for North Shore parents, children & families!
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