North Shore Children & Families, April 2011 by Michael Mascolo

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ps & m a C r e umm S u l is issue! a n n A h t h t n i 4 se a c w o h S s m Progra Why Tiger Mom Matters Asian Students Outperform American Students Why Asian Nations Do Better Cultivating Learning & Achievement What Can We Learn from Tiger Mom? Community Calendar MORE Summer Camps & Programs Inside! MORE Contests to Enter & Win!

Cover Photo by Spector Photography: www.spectorphotography.com

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APRIL 2011

North Shore Children & Families

Family & Friends

Hello Spring!

MORE Nice Days – MORE Contest Winners – MORE Camps – MORE Contests to Enter – MORE Local Moms! We’ve Got MORE! by Suzanne Provencher, Publisher After a long, cold winter – dare I say it? “Hello, spring! It’s so great to see you again!” It’s time to play outside, take a walk, breathe in some fresh air, take in a little warm sunshine and celebrate the season. As the vibrancy of color returns to our landscape – so, too, do warm feelings of change and rebirth and hope. So put away the mittens, the remote and the joystick – and go play outside! Congratulations to our February contest winners! The following readers have each won a pair of tickets to see Boston Ballet’s A

Midsummer Night’s Dream – courtesy of North Shore Children & Families: Lori Cunningham-Teheen, Merrimac; Janice Douglas, Everett; Melanie McCullough, Lynn; Krista Tully, Stoneham. Check back next month to see who won our March issue contests – for tickets to see Big Apple Circus in Boston – or a $100 gift certificate for Gibraltar Pools & Spas in Topsfield! And in this issue – you can win a $100 gift certificate to Gibraltar Pools & Spas (which can be used towards a pool or spa, on pool supplies or in their retail store, which has lots of fun pool toys and more on display!) – or a $100 gift certificate towards a children’s summer program at Boston Ballet School’s Marblehead studio! See how to enter each

contest on page 19. And be sure you check back with us each month for more great contests and prizes in North Shore Children & Families! We also have more summer camps & programs for you to consider in the second installment of our 4th Annual Summer Camps & Programs Showcase series, which begins on page 12. Our Showcases are the largest in print on the North Shore and you’ll find lots of great ideas and options for your children this summer. Early enrollments are encouraged while there is still space available in these summer camps and programs, many of which offer early enrollment incentives! And make sure

you check back with us in May and June for the final two installments of our 2011 Showcase series. If you would like to advertise in our May issue, with a display ad or a camp showcase ad, please contact me by Friday, April 15: suzanne@northshorefamilies.com. Did you notice the gorgeous photo on our front cover? We are proud to partner with Spector Photography, the international award-winning studio located in Beverly Farms! I encourage you to visit photographer Jacquie Spector’s website at www.spectorphotography.com to see all of her amazing work – and she specializes in maternity, newborn, child and family photography. I hope you’ll Continued on page 16

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North Shore Children & Families

Letter from the Editor

Why Tiger Mom Matters by Michael F. Mascolo, PhD Tiger Mom has hit a nerve. Amy Chua is “Tiger Mom”. Chua has written a well-discussed book, Memoirs of a Tiger Mother. In that book, which is part humor and part description of her approach to parenting, Chua argues for the effectiveness of parenting styles that are typical of traditional Chinese mothers. Traditional Chinese parents are much more strict and demanding of their children than the vast majority of Western parents. As a result, Chua’s book has proven to be quite controversial. However, before we dismiss what Chua has to say, it is important to understand why traditional Chinese parents act as they do. It is very likely that we can learn something important from Chua’s book – but only if we understand the beliefs and values of traditional Chinese parenting. In the first pages of Chua’s book, we become immediately aware that we are in for something different: “A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it’s like inside the family, and whether they could do it too. Well, I can tell them, because I’ve done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do:

North Shore Children & Families

www.northshorefamilies.com P.O. Box 150 Nahant, MA 01908-0150 781.584.4569 A publication of North Shore Ink, LLC © 2011. 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.

• attend a sleepover • have a playdate • be in a school play • complain about not being in a school play • watch TV or play computer games • choose their own extracurricular activities • get any grade less than an A • not be the No. 1 student in every subject except gym and drama • play any instrument other than the piano or violin • not play the piano or violin.” Chua clearly admits that there is variation in the parenting patterns of Chinese mothers, but there’s less variation among Chinese mothers than Western mothers. And she is also clear that, from her view, one doesn’t have to be Chinese to be a Tiger Mother. There are mothers and fathers across the globe who espouse similar values and restrictions as she does. Her point, however, is that compared to Western styles of parenting, Chinese parents as a group are far more strict with their children. “…even when Western parents think they’re being strict, they usually don’t come close to being Chinese mothers. For example, my Western friends who consider themselves strict make their children practice their instruments 30 minutes every day. An hour at most. For a Chinese mother, the first hour is the easy part. It’s hours two and three that get tough.” The media has been all over this book. The problem is that for the most part,

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Continued on page 4

4 North Shore Children & Families Letter from the Editor Continued from page 3

the media has reduced Chua’s message to a series of soundbites that obscure serious discussion of Chua’s message: “Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? And what happens when they fight back?” (The Wall Street Journal) “Tiger Moms: Is Tough Parenting Really the Answer?” (Time Magazine) “A new memoir of bad-ass parenting, Chinese style, from a self-proclaimed tiger mother has unleashed a ferocious roar.” (The Washington Times) One only has to read these brief introductory remarks to know that the authors are not quite prepared for serious discussion about Chua’s ideas. The implication here is that Chinese parents are too strict, too authoritarian, unloving or even abusive. But such judgments are ill informed. One cannot understand why Chinese mothers parent the way that they do unless we understand much more about traditional Chinese cultures and the dramatic ways in which it differs from our assumptions about the nature of children, parenting and development. We can learn a lot from Chua’s book. But before we can learn from Chua, we have to understand what she is saying. Right now, there are many who are not really open to hearing Chua’s point of view. Perhaps this is because of a fear of the inexorable economic clout that China will be wielding in years to come? More likely, however, it is a product of deep seated cultural differences in conceptions of parenting, child rearing and the very nature of human selves.

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It is not enough to simply say that Chinese parents are strict (or worse – authoritarian), whereas American parents tend to be less strict and more

permissive. To understand what Chua is trying to tell us, we have to look more deeply into Chinese culture (and into our own as well). Traditional Chinese approaches to parenting have their roots in cultural traditions that are over 2000 years old. These cultural traditions are dramatically different from those that are typical in most Western countries, such as the United States. We are devoting this issue to an honest and open exploration of Chinese and other Asian approaches to raising children. Our goals here are to understand Chinese (and other Asian) parenting practices and to entertain what, if anything, we can learn from the Chinese. Addressing such questions is a very sensitive and difficult task. One always runs the risk of oversimplifying the practices of other cultures. (This is almost inevitable.) Further, a natural response to encountering a new and different culture is surprise and disbelief – culture shock! We inevitably ask, how can people believe and act in ways that are so different from us? One common response to encountering other cultures is to reject them: “I would never treat my children like that! If they are so different from us, they must be doing something wrong!” Another reaction is a kind of self-abnegation. There is often a tendency to be overly critical of one’s own culture and to romanticize the new and exotic culture. “Over there, they do things differently, and they don’t have the same problems we do. I think I need to move to China.” In what follows, we will attempt to avoid both of these extremes. While different cultures can learn from each other, it is virtually never possible to import practices from one culture to solve the problems of another culture. In the end, Americans must find American solutions to their cultural problems; the Chinese must find Chinese solutions to their (very different) cultural problems; the Japanese will surely find still different solutions to their (yet different) cultural problems, and so forth. But we can learn from each other. Let’s explore how.

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Students from Asian Nations Outperform American Students in Academic Areas The results are in – and they aren’t pretty. American students do not score among the highest achieving nations in measures of educational achievement. Most often, as a nation, the United States struggles to rise to the top 20 of the most achieving nations. As indicated in the figure to the right, Asian nations are at or near the top of lists that rank nations in the level of academic achievement attained by students. In assessments of reading, mathematics and science among 15 year-old students, China (Shanghai) ranks at the very top of the list of the 65 nations studied by the Program for International Assessment (PISA). The United States ranked 17th in reading, 30th in mathematics and 23rd in science

achievement. These results put the United States in the average range in each of these three areas. It’s not only Chinese students who are outperforming the United States and other Western nations. Asian nations occupy at least five of the top ten rankings in reading, mathematics and science. This is the case even though only 7 of the 65 nations assessed were from the Asian area. As a group, the average ranking for all of the Asian nations was 10 for reading, 5 for mathematics and 7 for science. In comparison, the average ranking of the seven highest ranked Western nations was 10 for reading, 11 for mathematics and 11 for science.

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Students from Asian Nations Outperform Continued from page 5

We have long known that Asian nations typically outperform most Western nations in mathematics and science. The results for reading are instructive. Of the three areas assessed, American students ranked comparatively higher in reading than in science and mathematics. But here, the U.S. still only ranked 17th. With the exception of Taipei and Macao, Asian nations proved to be the best readers in the world. The reading test assessed three basic areas: The capacity to (a) access and retrieve information, (b) integrate and interpret, and (c) reflect upon and evaluate information. Happily, the United States ranked 10th (above average for all nations) in their capacity to reflect upon and evaluate information. However, Americans ranked 25th and 22nd respectively on the access/retrieval and integrate/interpret subscales. This means that American students are not excelling in basic reading comprehension skills. According to these results, American students tend to have difficulty putting together and understanding the information they read. While Chinese (and other Asian) students tend to outperform American students in math, science and reading, American students appear to have an edge when it comes to tasks that involve creativity and innovative thinking. This is consistent with our understanding of differences in Asian versus American culture. This topic will be further examined later in this issue.

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Why Asian Children Do Better I: It’s About Effortful Achievement – Not Ability How would you complete the following story? Little Bear watches her Mommy and Daddy catch fish. She really wants to learn how to catch fish by herself. She tries for a while, but she cannot catch any fish. Then she says to herself, “Forget it! I don’t want to catch fish anymore!” (Li, 2005) After having been given the opportunity to complete this story, a 5 year-old girl was asked, “Do you like Little Bear?” Here’s how she answered: Interviewer: Child: Interviewer: Child:

Do you like Little Bear? No. Why not? She does something and stops halfway; she’s got three hearts and two minds [that she doesn’t concentrate]. Interviewer: What’s wrong with having three hearts and two minds? Child: You do this thing for a while, then you switch to another thing for a while. You don’t even pay attention. You can’t learn good, and that’s not good. Continued on next page

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Does this interview sound a bit odd? If it does, there are probably two reasons. First, of course, American 5 year-olds don’t often go around speaking of having “three hearts and two minds”. Yes, the child described is a young Chinese girl. Second, and perhaps more importantly, we don’t often hear our young children express the idea that it is necessary to put forth effort in order to learn. According to psychologist Jin Li of Brown University, Chinese children as young as four years of age and below have already developed a sense that learning requires effort, concentration and hard work. From a very early age, Chinese children are taught to see learning as a life-long process involving effort, persistence and hard work. As a result, Chinese children tend to complete stories like the one described above by focusing on diligence (for example, “Little Bear must be more diligent!”); persistence (for example, “No matter what you do, you’ve got to finish it.”); and concentration (for example, “Little Bear can never catch fish if she stays with three hearts and two minds.”). American children don’t tend to see learning in this way. Instead, they tend to see learning in terms of their ability to complete individual tasks (for example, their ability to get a grade on a particular test). American students tend to think of their intelligence and their abilities as fixed or unchangeable – a person is born with only so much intelligence or ability, and it cannot be modified. As a result, doing well on a task means that I have a lot of ability. My self-esteem is enhanced and I feel good about myself. On the other hand, doing poorly means that I don’t have a lot of ability. As a result, my selfesteem is diminished; I feel bad about myself. Chinese (and other Asian) students do not tend to think this way. Rather than believing that they have a fixed amount of ability or intelligence, they tend to believe that ability and intelligence develop through hard work and sustained effort. From this view, I have to work hard and concentrate over time if I am to learn. If I do well on a task, that’s fine. But that’s only one step in a long process of learning. I’ve done well on this step, but I’m not done learning. It’s time to focus on what comes next. Similarly, if I do poorly at a given task, it is not because I have low ability; instead, this simply means that I have not put forth enough time, effort, practice and diligence for effective learning. It’s time to redouble my efforts. These sentiments begin to develop early in Chinese (and other Asian) children. And they are not restricted to youngsters. Here is the way in which immigrant and non-immigrant Chinese-American high school students talked about the relationship between intelligence, effort and achievement: ‘‘When I live in China, I just live at the school, and they close the light at ten every night. So we cannot study just with a little light.’’ “It doesn’t matter how smart you are. If you work hard, you’re gonna turn smart.” “…if you’re smart and you’re lazy, you’re still going to fail. I mean, it won’t affect anything if you’re smart.” “It doesn’t matter if you are smart or not. You work hard, you succeed.” The Chinese orientation toward effortful learning is reflected in study habits. Chinese (and other Asian) students spend many more hours studying and learning than their American counterparts do. In contrast, American students spend more time working, socializing with friends and dating. American students also spend more time than Chinese (and many other Asian) students in extra-curricular activities such as sports and clubs.

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Why Asian Children Do Better II: It’s About Cultivating a Virtuous Self How do Chinese and other Asian parents cultivate an ethic of hard work and achievement in their children? This is a difficult question for two reasons. First, understanding traditional Chinese parenting requires that we have a sense of traditional Chinese culture. Because it is so dramatically different from the United States, traditional Chinese culture is often hard to understand. Second, because Chinese practices are so different, they often clash with American sensibilities. Clashing cultural values can often make it difficult to gain an appreciation for how different cultures operate. Self-Cultivation & Life-Long Self-Perfection Moral self-cultivation is key to traditional Chinese socialization. To cultivate a self is to engage in a life-long process of becoming a virtuous person as seen through the eyes of one’s parents, family and social groups. Children are expected to develop the virtues of filial piety; love of learning; achievement through effort and hard work; kindness and benevolence; propriety; righteousness; and eventually, wisdom. The key to the process of self-cultivation is learning. Learning is both a virtue itself and the process by which virtues are cultivated over time. Cultivating a virtuous self is something that occurs over the course of a lifetime. It requires effort, persistence and hard work. Selfcultivation does not come naturally. Parents and other authority figures play a key role in the process. To understand how, it is first important to understand the deeply engrained beliefs and values held by traditional Chinese parents. Traditional Chinese Values Traditional Chinese parenting is influenced by values and beliefs that are very different from those found in the West. Traditional Chinese values include the values of filial piety, social honor and social harmony. Filial piety involves deep respect and obedience to parents, ancestors and other figures of authority (e.g., the emperor). In traditional Chinese families, the father is the patriarch. Children are taught to obey and honor their parents, who in turn, take care of and even devote their lives to their children. Another important value is harmony. Unlike in the United States, where the individual is valued above all else, a central value in traditional Chinese culture is social harmony. This means members of any group (family, workplace, nation) work to achieve smooth interactions among people. As a result, everyone learns his or her social role in the complex hierarchy of Chinese relationships. Individuals are careful not to act in ways that will cause others to lose face (feelings of disrespect or being insulted). Individuals are expected to be modest, to control their behavior and emotions, and to avoid calling attention to the self. When someone succeeds at a task, one focuses on the role of other people (one’s parents, teachers, boss, co-workers) in making the success possible. Social honor is also an important value. Moral action is motivated by the duty to bring honor to one’s family, parents and social group. If a child fails to bring honor to the family or group, the group experiences a shared sense of shame. It is not simply the child who feels shame; the entire group experiences a sense of shared shame and dishonor.

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How Traditional Chinese Parents Cultivate Learning & Achievement

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Traditional Chinese parenting styles can seem strict – even harsh – when viewed from Western eyes. The goal of the traditional Chinese parent is to promote life-long moral cultivation in children. Learning and achievement are seen as moral virtues rather than as merely practical goals. The vignette provided below provides a sense of Chinese styles of parenting when it comes to schoolwork. Ten year-old Ho comes home from school. Immediately, she takes out her homework and starts working. Mother comes to help. They spend several hours doing homework together. Ho is having difficulty with a math problem. She begins to look away and get frustrated. Ho’s mother says, “Have courage. Nothing comes from giving up. There will be no tears here. If you are going to learn this, you will have to study harder.” Ho tries to solve the problem, but gets it wrong. Mother says, “No, that’s not right. Do it this way.” Ho fixes her error. Mother says, “Good. But I see that you don’t know how to do square roots. If you take your math test and get the square roots wrong, I will be embarrassed in front of your teacher.” (Mother and Ho work on square roots, which was not part of the assignment.) Later on, in a meeting with Ho’s teacher, Mother asks the teacher for additional homework to help Ho learn square roots. Mother says to Ho, “Don’t forget to thank your teacher for finding you extra work and teaching you how to do square roots.”

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978-887-2424 Route One, Topsfield This simple example illustrates some of the basic differences between typical styles of Chinese and American parenting. Chinese parents place very high value on learning and achievement. As a result, they structure their children’s study time, tutor their children, find tutors for their children and expect high levels of performance. In addition, they require that children regulate their emotions throughout the process of academic activity. Students are expected to sustain their attention throughout their work. If Continued on page 10

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Parenting Traditional Chinese Parents Continued from page 9

they do not, parents will call the child’s attention to their failing and instruct the child, often in great depth, on the need to cultivate specific virtuous behavior (e.g. “Have courage…”). Praise & Shame Chinese parents will spend hours supervising and assisting children with their work. As they do, they often take a more directive “teacher-centered” approach to instructing children. They show children how to perform tasks and do not hesitate to point out errors and correct them. Parents will often use modest praise when children are successful, but then quickly direct children’s attention back to the process of growth. The threat of shame is always in the background in interactions between Chinese children and their parents (or teachers). Failure to learn and achieve brings dishonor to the child, the family and to the teacher as well. Parents socialize shame explicitly, “If you get it wrong, I will be embarrassed”. It is important to understand that Chinese shame is always shared; it is “group shame” rather than “individual shame”. The shame is shared by the parent, child and teacher. This differs from shame in Western nations, where it is the individual child alone who feels shame or humiliation.

“heart and mind for wanting to learn.” As children grow, they develop a love of learning and a sense for knowing how to learn effectively. How does this happen? In many ways, Chinese parents promote the “heart and mind for wanting to learn” in their children in ways that are almost the opposite of the ways that American parents attempt to foster a “love of learning” in their children. American parents often assume that if children are forced to perform learning activities (say, reading or playing the piano), they will come to dislike those activities. As a result, American parents and teachers will often refrain from forcing children to engage in activities that a child may not enjoy. American parents often want children to want to perform such activities for themselves. Thus, to foster a love of reading, it is important to give children control over what and how much they read. Children will learn to hate reading, for example, if they are forced to do it against their will.

Cultivating a Love of Learning

Traditional Chinese parents view the issue very differently. The task of cultivating skills and virtues is not a natural one. It takes time, effort and discipline. The joy that one takes performing skilled activities comes after a degree of mastery has been achieved. From this view, a parent who allows her child to give up the flute when the going gets tough is actually robbing the child of the real joys that come when the child gains a degree of mastery over the skill. In this way, the love of learning does not spring forth from within the child; instead, it is cultivated through the effortful and disciplined practice of learning itself.

To many Chinese, learning is a virtue. One of the virtues that Chinese parents seek to cultivate in their children can be loosely translated as the

To learn more about how traditional Chinese parenting differs from American styles of parenting, please see page 19.

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What Can We Learn from Tiger Mom? by Michael F. Mascolo, PhD If you have made it this far and are still reading, you are likely to have some strong reactions. Some readers may have been nodding their heads as they read about Chinese parenting practices; others may have been offended, feeling that such styles put too much pressure on children. Still others are likely to respond with ambivalent feelings – some aspects of Chinese parenting may seem worthy of consideration, others much less so. Count me as an ambivalent sympathizer with Chinese parenting styles. The main source of my ambivalence is that, as an American, I believe that it is desirable to nurture a child’s sense of choice. I believe that socialization is largely a process of

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arming children with the skills that they will need to make sense out of the world of adulthood and to make good decisions about how to operate within and contribute to society. I worry about the intense stresses that Chinese children often experience as they prepare for national examinations that will largely determine the course of their lives. There is evidence that many Chinese children experience high levels of unhealthy stress. Having said this, however, I believe that Americans can learn a great deal from Chinese and other Asian cultures. As we consider how Chinese parenting styles differ from our own, Tiger Mom offers us the opportunity to reflect upon and reconsider our own cultural values. We

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can ask ourselves: What is working for us? What is not working? What can Chinese approaches to parenting offer us? Where do they come up short? I suggest five basic lessons that we can learn from the example of Chinese parenting styles, and several practices to avoid. Lessons We Can Learn Our children are capable of much more than we currently ask of them. The comparative academic success of Chinese students suggests that children are capable of higher levels of achievement than we might ordinarily think. When I talk about culture in my

college classes, I often ask my students a provocative question: “How old should a child be before you would give her a machete to cut a piece of fruit?” Students often start by saying that they would wait until a child is a teenager. Others say that they would never give a child such a dangerous tool to cut a piece of fruit. When I press my students, I can get a minority to entertain that it might be possible that a precocious 8 year-old could handle the machete. And some brave and daring students will even consider that children under 5 years of age, in some unnamed culture far, far away, might be able to do it. But probably not. I then show them a picture of an infant – not yet 1 year-old – cutting a Continued on page 17

North Shore Children & Families

Summer Camps & Programs Showcase Series Part 2 of 4

Series continues in our May & Summer issues.

North Shore Children & Families

Summer Camps & Programs Showcase Series Part 2 of 4

Series continues in our May & Summer issues.

North Shore Children & Families

Summer Camps & Programs Showcase Series Part 2 of 4

Series continues in our May & Summer issues.

North Shore Children & Families

Summer Camps & Programs Showcase Series Part 2 of 4

Series continues in our May & Summer issues.

Proudly serving the North Shore since 1993

At Salem State University Instructor: Joe Gallo, USPTA Tennis Teaching Professional Salem State University Men’s Tennis Coach Ask about our Lexington camps, too!

SWING & SWIM® for Ages 7-14 High School Players’ Tennis Weeks 2 Sessions Offered for Both Programs: Session 1: August 1-5 Session 2: August 8-12 Mon. through Fri., 9 am-12 noon

Call 781.391.EDGE to register! www.summersedgedaycamp.com

Marine Exploration Whale Camp Located on Grand Manan Island, a stunning nature-lover’s paradise between Maine and Nova Scotia, Whale Camp is the ultimate experience of hands-on learning and exploration. This unique camp brings kids faceto-face with whales, dolphins, porpoises, seals and puffins in their natural habitat, and fosters a love of learning and nature that becomes a lifelong presence. Through direct observation, scientific data collection, and handson experience with marine science equipment, campers are privy to the wonders of sea life, and to the excitement of marine biology. As campers sail the beautiful waters aboard a 65 foot sailboat, they observe whales surfacing and staring into their eyes, schools of white-sided dolphins playfully following the boat, and bald eagles soaring the skies. Using professional marine science and oceanography equipment to make hands-on discoveries about life in the ocean, campers gather and analyze data about marine sightings to fully understand the science of whales and life in the sea. With the option to choose between one, two and three week programs offering a variety of different choices, including programs offered for college credit, the Whale Camp experience is limitless.

Visit their excitingly visual website at www.whalecamp.com or call 610.399.1463.

North Shore Children & Families

Summer Camps & Programs Showcase Series Part 2 of 4

Series continues in our May & Summer issues.

Family & Friends Continued from page 2

Fun & innovative keyboard instruction.

NOW ENROLLING for Summer Camp! 6 week programs offered in July & August.

YOUR CAMP COULD BE HERE NEXT MONTH! Contact Suzanne by April 15 to have your summer camp or program appear in our May showcase!

781.584.4569 suzanne@northshorefamilies.com

DON’T MISS OUR MAY SHOWCASE!

May 21 & 23 – Free introductory lesson! June 21 & 23 – Open Houses Please call to register & for location. Private & group lessons are available year-round.

Serving the Amesbury & Newburyport Areas: Alia Mavroforos, 978.834.3104 aliamusic@mail.com www.keys-for-kids.com

consider Jacquie for your next professional photography needs – as the weather will soon be perfect for on location photo shoots! Professional photographs make a lovely gift for Mother’s Day, Father’s Day or most special occasions – or perhaps it’s time to update your family’s portrait? To save 20% off your first session fee, please see her ad on page 4. And finally, we would like to congratulate Cape Ann Waldorf School – and wish them the very best as they move to their new home at Moraine Farm in North Beverly later this month. Good luck to all students, teachers and staff – we truly hope you enjoy your new campus! Until next month – Suzanne

North Shore Children & Families presents the 4th Annual

Summer Camps & Programs Showcase Series – 2011! CAMPS & SUMMER PROGRAMS!

s Serie es u n i cont ur in o May &er Summs! issue

Ad Space Closes 4/15!

Secure your summer! ✔ ✔ ✔ ✔

Boost your summer enrollments & reach parents throughout the North Shore! Over 50,000 local readers - moms & dads with children of all ages & interests! Showcases run on bannered pages! Participation includes complimentary online text listing & link!

DEADLINE FOR MAY SHOWCASE ADS: All Showcase ad space must be reserved by Friday, April 15; if we are creating your ad/advertorial - your ad materials are also due by this date (copy, photos, logos). Ads requiring no production assistance are due by Tuesday, April 19 – provided your ad space is reserved by April 15.

Special Showcase ad sizes and pricing are offered for this series. To learn more or to secure your space, please contact Suzanne: suzanne@northshorefamilies.com or 781.584.4569.

What Can We Learn? Continued from page 11

piece of fruit with a machete as his mother watches him. The picture is of a boy in the Zaire forest (and is available for viewing on our website – www.northshorefamilies.com/machete). Most people are understandably shocked to consider such a thing. Such activities are apparently common in this area, where children participate with parents in everyday activities of finding and preparing food. The point here is not that we should give machetes to our babies; instead, it is to show that our children are capable of more than we might think. In the United States, I suggest that we do not always challenge our children to the level that they are capable. To do otherwise would require us to re-think why we do things the way that we do. Self-esteem must be earned – not given. There is some evidence to suggest that the United States is currently in a period of transition when it comes to

the issue of self-esteem. For the past four or five decades, many educators, professionals and parents have endorsed the belief that self-esteem is a necessary prerequisite for success. This has spawned what I like to call “The Barney Effect” – everyone is special. A child does not have to do anything in particular to be special; he or she is special just because he or she is. This line of thinking leads us to lavish praise on children after virtually every success. Many are afraid of correcting children’s errors out of fear that we might damage their self-esteem. We see this line of thinking all over. The theme song for Arthur (the Aardvark) contains the key message: “Believe in yourself, cuz that’s the place to start!” There is something deeply wrong with the idea that one must have self-esteem before one can reach success. The key word here is before. Let’s pretend that there is an aardvark who has never tried or succeeded at anything. He is about to try to succeed at his first activity – let’s say, riding a bike. Now, how

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Our office has been in business for over 44 years. Our doctors are active faculty members at Children’s Hospital, Harvard School of Dental Medicine and Tufts School of Dentistry.

North Shore Children & Families should we start? Do we start by believing in ourselves? No – that would be impossible! This is because, without any history of (guided) success, our aardvark friend has nothing to believe in! We are asking him to believe in something that has not yet developed. Self-esteem is not a pre-requisite for success; (guided) success is a prerequisite for self-esteem! Selfesteem is an earned something; it cannot simply be bestowed. Parents and educators can help nurture selfesteem by holding children to high expectations and standards, and then providing them with high levels of support to help them reach those standards. A child can only “believe in herself” if she has a self to believe in. Nurture success, and self-esteem will follow. Effort and hard work are virtues to be cultivated. We sometimes hear people say, “I don’t care what kind of grade that you

get – as long as you work hard and do your best. That’s all that matters.” But what do we mean by this? Do we really mean that we would be happy if a child were working very hard but not making progress? Happily, we don’t have to worry about this state of affairs. The simple fact is that hard work and effort brings results in progress. It’s very hard not to make progress if one perseveres. This doesn’t mean, of course, that everyone will make progress at the same rate or that everyone will achieve the same levels of skill. But it does mean that effort can and will pay off. But perhaps it is important to rethink what we mean by effort and perseverance. What counts as effort and perseverance in the United States would not be seen as such by students in many Asian nations. Success comes with effort, but to bring about higher levels of success, we will need to demand significantly Continued on page 18

North Shore Children & Families

What Can We Learn? Continued from page 17

higher levels of effort from our children. This will also require that we help our children develop ways to manage frustration, maintain their attention, and put forth the level of sustained energy needed to produce truly good work. We should rethink our “entertainment culture”. Our kids like to be entertained. Our children spend long hours in front of the TV, playing video games, surfing the internet and playing with all sorts of electronic gadgets. Movies, sporting events and social life rival school as important goals in life. Electronic gadgets are highly seductive – they can get to the best of us. Is it possible for us to revise our priorities? To build learning and projects into our everyday life in ways that are similar to the values we place on TV, sports and movies? Play yes.

But only after we accomplish something. We should work toward an American version of moral self-cultivation. What if we were to ask our children, “What did you do today to become a more perfect person?” What would happen if we asked ourselves that question? What would it mean to try to become a more perfect person? Becoming a more perfect person would require that we compare who we are now to some image of our ideal self – or best self. There is, of course, no perfect person; perfection is not something any human can attain. However, to become a good person – a better person than we are right now – requires that we have some idea of what a good person is, and that we try to live up to that image every day. We know we will fall short – but that is not the point. The point is that in trying to become a more perfect person, we move beyond where we are today and develop in the direction

Pediatric Neuropsychology Service Neuropsychological, Psychological and Educational Evaluations Children and teens ages 6-19 and young adults to age 25 70 Washington Street, Salem, MA

Contact Dr. Joseph Begany at 781-249-2901 / pedineuro1@gmail.com www.pedi-neuropsych.com Typical referral concerns include: • Attention problems (ADD / ADHD); problems with motivation, organization, learning and memory; psychiatric issues; social development difficulties; problems with academic achievement & learning disabilities; behavioral and emotional problems. • Autism Spectrum Disorders: Asperger’s Disorder; Non-Verbal Learning Disability (NLD, NVLD); Language Disorders. • Problems related to head injury, lead poisoning and other toxin exposure; behavior and psychiatric problems related to legal problems and court involvement. Accepted Insurance: Blue Cross Blue Shield; Out-of-Network reimbursement for most other insurance plans; Reimbursement also possible through Committee for Public Counsel Services (CPCS)

of our ideals. What We Should Avoid Every culture has its moral strengths and moral weaknesses. Even if it were desirable, it is not possible to simply import practices from one culture into another culture. What works for one culture simply may not work in another culture. There are aspects of traditional Chinese culture that simply cut across the American grain. We may be able to appreciate the value of respecting one’s elders, but we do not value the practice of paternalism or strict obedience to authority. Part of the strength of America is its capacity of rejecting illegitimate authority. Similarly, while we may be able to see the value of social harmony, as a nation, we reject the idea that we should reach harmony by accepting fixed roles or obligations. And while we may believe that it is not a good thing for a child to “have no shame”, the Chinese practice of social shame is simply at odds with our current American values.

If we can learn something from Tiger Mom, we will not be able to take instruction from her. If Americans can find some value in what the Tiger Moms of the world have to say, we will have to find our own ways of making those practices work within the cultures that make up America. References: Chua, A. (2011). Battle Hymn of the Tiger Mother. Penguin Press. Kaufman, J. (2004). The Interplay between Social and Cultural Determinants of School Effort and Success: An Investigation of Chinese-Immigrant and SecondGeneration Chinese Students’ Perceptions Toward School. Social Science Quarterly (Blackwell Publishing Limited), 85, 1275-1298. Li, J. (2004). Learning as a Task or a Virtue: U.S. and Chinese Preschoolers Explain Learning. Developmental Psychology, 40, 595-605. Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to Learn.” Journal of Cross-Cultural Psychology, 33, 248-269.

North Shore Children & Families

Parenting

How Traditional Chinese Parenting Differs from American Styles of Parenting

North Shore Children & Families

invites you to

Enter to Win A $100 Gift Certificate to

Gibraltar Pools & Spas on Route One in Topsfield! Winners can use your gift certificate towards a new pool or spa – or for pool toys and accessories – for lots of summer fun in your very own backyard!

Winners can use your gift certificate towards a children’s summer dance program

DEADLINE TO ENTER IS APRIL 30! Please enter online at www.northshorefamilies.com.

From our Home Page – simply click on Enter to Win Summer Fun! Several winners will be selected. Only one entry per person per contest, please. Prizes are awarded courtesy of North Shore Children & Families, and in partnership with select sponsors.

DEADLINE TO ENTER IS APRIL 30! Photo by David Grossman

(July 5-Aug. 12)

at Boston Ballet’s North Shore studio! Prizes are awarded courtesy of North Shore Children & Families, and in partnership with select sponsors.

Please enter online at www.northshorefamilies.com. From our Home Page – simply click on Enter to Win Summer Dance Classes at Boston Ballet School! Several winners will be selected. Only one entry per person per contest, please.

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 in the upper right corner and our form will open for you to complete and submit your listings. While we will make every attempt to post all appropriate listings in our Community Calendar, space is limited – and priority will be given to those events that are free and family-friendly – and those submitted by our advertising partners & sponsors. Calendar listings are generally due by the 15th of each month prior and must be submitted through our website. If you need to guarantee that your listing will be posted – please contact Suzanne to advertise. See our current Calendar for our upcoming issue deadlines. 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.

APRIL IS THE MONTH FOR: Humor, Guitars, Keeping America Beautiful, Lawns & Gardens, Poetry, Pecans, Welding, Records & Info. Management, Stress Awareness. Week 1: Library Week & Read a Roadmap Week; Week 2: Garden Week; Week 3: Organize Your Files Week; Week 4: Karaoke Week.

IT’S TIME TO START CHOOSING SUMMER CAMPS & PROGRAMS! See pages 12-16 for the LARGEST summer camps & programs showcase in print on the North Shore! Check back in our May & Summer issues for more camps & summer programs! To advertise, contact suzanne@northshorefamilies.com. May issue ad space reservations are all due by noon, Friday, April 15!

APARTMENT for RENT! See page 22.

Please submit your listings directly through our website.

To secure your ad space:

suzanne@ northshorefamilies.com

781.584.4569

SAVE TODAY: Save 20% off your 1st session fee with Spector Photography when you mention the ad on page 4! www.spectorphotography.com Just in time for warmer weather and summer fun in your own backyard – check out the ads on pages 6 & 9 – with lots of great coupons & offers from Gibraltar Pools & Spas, Route 1, Topsfield! SIGN UP TODAY: Save $15 new family fee at Music Together/Joyful Music, when using the code in the ad on page 11. Serving Lexington, Winchester, Melrose, Wakefield & Stoneham. www.joyfulmusic.com Speech Therapy Group, Beverly, is now accepting clients for summer programs: social skills groups & feeding groups. To learn more, see the ad on page 2 or visit www.speechtherapygroup.net.

NEW! Ipswich Montessori School opens this September! Currently enrolling for Sept. 2011. For info. & to register, please call 978.356.2838. WEDNESDAYS: Open School Wednesdays, 9-11am, at Harborlight Montessori School, Beverly. www.harborlightmontessori.org GET TICKETS NOW FOR: Boston Ballet Performances: Elo Experience – through April 3; A Midsummer Night’s Dream – April 717; Bella Figura – April 28-May 8; Balanchine/Robbins – May 12-22. At the Boston Opera House. www.bostonballet.org Hair, through April 10 at Boston’s Colonial Theatre. For tix: box office, Ticketmaster, www.broadwayacrossamerica.com/boston. Big Apple Circus returns to Boston’s City Hall Plaza with Dance On!, April 2 – May 15. www.bigapplecircus.org

To advertise, please contact suzanne@northshorefamilies.com.

Ad Space Closes Fri., April 15

April Calendar Listings Due By Tuesday, April 19

Call today to schedule a FREE introductory class at The Little Gym! Danvers (978.777.7977); Woburn (781.933.3388).

Now accepting students for spring & summer: private music lessons for ages 7-adults. Free intro. lesson. Ibanez Music, Beverly. www.ibanezmusic.com

The North Shore Party Planner

MAY ISSUE DEADLINES!

All Ads Due/Done By Tuesday, April 19

FREE CLASSES:

The

Bayside o f Nahant

Oceanfront Splendor... Magnificent Views... Elegant & Affordable North Shore's best kept secret & the perfect location for: • Weddings,

Personalized Poems & Prose by Suzanne For Gifts

A Personalized Poem Makes a Perfect Gift for Any Special Occasion

For Invitations

Showers • Birthdays, Sweet 16s • Bar/Bat Mitzvahs • Anniversaries • All Special Occasions • Wedding & Function Packages • Many Menus to Choose From

Speeches, Toasts & Roasts

781.592.3080

781.584.4569

One Range Road, Nahant

www.baysidefunctions.com

Clever, Custom Verses for Your Invitations & Thank You Notes

For Events

suzanne @northshorefamilies.com

Have an Awesome Birthday Bash at The Little Gym! · Private party – clean, safe, beautiful facility all to yourselves. · Instructor led – great age-appropriate games and activities. · Stress-free for The Little Gym of Danvers parents…we take 978.777.7977 care of EVERYTHING! www.tlgdanversma.com Call for details.

The Little Gym of Woburn 781.933.3388 • www.tlgwoburnma.com

PAUL’S REPTILE CIRCUS

To advertise your party business here, contact Suzanne!

We Connect Reptiles With Kids! Featuring your choice of 9 reptiles, including a water dragon, cornsnake, box turtle, scorpion and more!

781.584.4569 suzanne@northshorefamilies.com

SCHOOLS • BIRTHDAYS • Fully insured • Credit cards accepted SPECIAL EVENTS www.reptilecircus.net 617.846.1860

JAZZ STANDARDS:

APRIL 8:

North Shore parents & all musicloving adults – great for date nights or girls’/guys’ nights out – check out Just the Two of Us – featuring local musical artists Marc Maccini and Al Whitney! Appearing 4/1, 2, 15, 22 + 29 at The Black Olive, 1866 Main St., Tewksbury, 6:30-10:30pm; on 4/8 at Trattoria Bella Mia, 218 Cabot St., Beverly, 7-10pm; on 4/9 + 30 at Fortunato’s, 44 Palmer St., Lowell, 6-10pm; on 4/16 at Caveleiro’s, 573 Lawrence St., Lowell, 6-10pm.

Nature Program: Bird Love, for adults & teens, at Peabody Essex Museum, Salem. www.pem.org

SEEKING HOST FAMILIES:

Tripping Lily, acoustic folk pop quartet, 7:30pm; $15. At Salem Theatre Co.; www.salemtheatre.com.

Open Classroom at Clark School, Danvers, 9-10:30am. www.clarkschool.com

Salem Jazz & Soul Fest: Swing into Spring w/Dwight & Nicole, doors open 7:30pm/show at 8; $45 memb., $50 non-memb. RSVP by 4/7. www.pem.org

APRIL 15:

Host an international student for 3 weeks this summer! Weekly stipend for host families. For info.: email maria.barreda@ef.com; visit www.efhomestay.org. MID-APRIL 2011: Congratulations and the very best wishes to Cape Ann Waldorf School – who is moving to their new campus at Moraine Farm on Route 97 in North Beverly this month! www.capeannwaldorf.org APRIL 1: April Fool’s Day; National Walk to Work Day; International Fun at Work Day APRIL 2: Children’s Book Day; National Peanut Butter & Jelly Day; Reconciliation Day Grand Opening to the Public – Dollar Diva, route 114, Danvers – next to Giblees! APRIL 2 + 3: Weekend Festival: Sensational India!, at Peabody Essex Museum, Salem. www.pem.org APRIL 4: Hug a Newsperson Day; Walk Around Things Day; School Librarian Day Happy Birthday, John Keenan! Sparhawk School (preK-12) will be hosting an info. session w/coffee & tea at the Newbury Town Library, 0 Lunt St., Byfield, 4:30-5:30pm. www.sparhawkschool.com APRIL 7: World Health Day; No Housework Day

APRIL 9: Happy Birthday, John McNicholas! Open House & Egg-Dyeing, 10amnoon, at Cape Ann Waldorf School, 668 Hale St., Beverly Farms. Bring your own eggs or purchase at event. RSVP to 978.927.1936. www.capeannwaldorf.org

APRIL 10: National Siblings’ Day Kids’ Earth Fest, 11:30am-1:30pm, at NSJCC, 83 Pine St., Peabody. $8/gen. adm.; free for kids under 2. www.nsjcc.org

North Shore Children & Families Story Trails: Artful Gardens, 2-3pm, ages 5-8 w/accomp. adult, at Peabody Essex Museum, Salem. RSVP by 4/8. www.pem.org APRIL 10 + 20: Free 1-Hour Educational Clinic at Pear Tree Lane Stable, Haverhill. For children 8+ through teens, with accomp. parent. Space is limited to 10 per session – call to register at 978.521.1505. APRIL 14:

Happy Birthday, Brian Rybicki! APRIL 16: National Librarian Day; National Stress Awareness Day APRIL 17: Palm Sunday APRIL 18: Passover begins at sundown. Patriot’s Day; Newspaper Columnists’ Day APRIL 18-21: Vacation Social Skills Occupational Therapy/Speech Groups Program, 9-11:30am, at Kids OT Play, 10 Elm St., Danvers; 978.777.1122. www.kidsotplay.com

Advertising Space Reservation DEADLINE for ALL ADS for our MAY issue! APRIL 19: Our 4th Annual Summer Community Calendar Listings Deadline for MAY issue! Please Camps & Programs submit your listings for MAY events Showcase series for 2011 continues in our MAY issue! directly through our website. (See beginning of this Calendar for details.) To advertise, contact Continued on page 22 suzanne@northshorefamilies.com!

We Help North Shore Schools! • OPEN HOUSES • BOOST YOUR ENROLLMENTS • COMMUNITY ENRICHMENT PROGRAMS • SPECIAL EVENTS & FUNDRAISERS • SEASONAL PROGRAMS • SCHOOL PRODUCTIONS North Shore Children & Families presents

The Annual Planner – for North Shore Schools! Commit to 6 display ads in the coming year – save 15%! (Reg. frequency discount for 6x/year is 10%.)

Commit to 10 display ads in the coming year – one in every issue – save 20%! (Reg. frequency discount for 10x/year is 15%.)

Ask about our 10x/every issue, 1/4 page+ program which earns an editorial feature bonus for North Shore schools! To secure your Annual Planner Advertising Program and save, please contact Suzanne at 781.584.4569 or suzanne@northshorefamilies.com.

North Shore Children & Families

Community Calendar

APRIL 27:

Continued from page 21

Tell a Story Day

APRIL 20-22:

APRIL 28:

Open Activities Days at Eastern Point Day School, Gloucester, 9am2pm. Features story hours, drama, dance, music, art & science for ages 3-13. www.easternpointdayschool.org

Take Your Daughter/Son to Work Day; Great Poetry Reading Day; Kiss Your Mate Day

APRIL 21:

Montessori 101, 6-7pm, at Ipswich Montessori School. Free, but please RSVP at 978.356.2838. Community Concert: Jose FranchBallester, clarinet; 7pm, free at Shalin Liu Performance Center, Rockport. www.rockportmusic.org/community

Happy Birthday, Tiara Teel! Kindergarten Day APRIL 22: Earth Day; Good Friday; Girl Scout Leader Day; National Jelly Bean Day

APRIL 29:

APRIL 23:

Arbor Day; Greenery Day; National Shrimp Scampi Day

Take a Chance Day

APRIL 29 + 30:

Double the Stuff Tag Sale, 9:30am12:30pm; $1. At 467 Main St., Wakefield; NS Mothers of Multiples spring sale.

Social Butterflies Certification Training Workshop: $159/1 day, $250/2 days. These social skills group programming seminars are designed for professionals working with children on the autism spectrum or with developmental delays (social language deficits, delays in motor skills, sensory

APRIL 24: Easter Sunday APRIL 25: Happy 13th Birthday, Jackson Smith!

integration disorders). Participants receive sample lesson plans, assessments and progress reports; 6 or 12 contact hours for continuing education. Register at www.socialbutterfliesclub.com/ seminars-for-professionals. Submitted by Kids OT Play, 10 Elm St., Danvers; 978.777.1122. www.kidsotplay.com APRIL 30:

Deadline to enter to win $100 gift certificate to Boston Ballet School’s NS/Marblehead studio – see page 19! Deadline to enter to win a $100 gift certificate to Gibraltar Pools & Spas – see page 19! Open House at Ipswich Montessori School, 10am-1pm; 978.356.2838. National Honesty Day; Hairstyle Appreciation Day MAY 1: Transfer Open House at Cohen Hillel Academy, Marblehead, 3-5pm. Now accepting applications for all grades. www.cohenhillel.org

Service Directory ART INSTRUCTION TheArtRoom Topsfield 978.887.8809 www.theartroomstudio.com DENTAL CARE Andover Pediatric Dentistry Andover & Lawrence Locations www.andoverpediatricdentistry.com Drs. Merle, Zicherman & Associates Peabody & Lynn www.mzdental.com DEVELOPMENTAL EVALUATIONS

North Shore Children & Families is available for free each month at over 400 familyfrequented locations throughout the North Shore!

APARTMENT for RENT

Pediatric Neuropsychology Service Salem 781.249.2901 www.pedi-neuropsych.com

See page 3 for details.

Attention Advertisers: Ask us about our … … “Try Us!” program for new advertisers … Annual advertising frequency programs … The Annual Planner for Schools program … The North Shore Party Planner program … Annual Summer Camps & Programs Showcase series … Service Directory Target your message to North Shore parents. We’ve got the North Shore covered!

2011 PUBLISHING SCHEDULE Issue

Ad Space Deadline

May Fri., Apr. 15 Summer (June/July) Fri., May 13 August Fri., July 15

Ads Due

Tues., Apr. 19 Tues., May 17 Tues., July 19

To explore your advertising options or to secure your space, please contact Suzanne at 781.584.4569 or suzanne@northshorefamilies.com. To learn more, please visit www.northshorefamilies.com.

DEVELOPMENTAL LEARNING

2 bedrooms, 1 1/2 baths apartment located in Nahant – across the street from the ocean! Freshly painted and new carpet throughout. Parking, fireplace, washer & dryer in unit, fully applianced eat-in kitchen, many large closets. Owner occupied 2-family. $1,350/month + utilities Located 11 miles North of Boston, convenient to NSCC/Lynn campus, Marian Court & Salem State. Near golf course, beaches, parks and bus line to commuter rail. Great community for biking, fishing, hiking and water sports!

Please call 781.598.8025.

Brain Balance Achievement Centers Danvers 978.705.9570 www.brainbalancecenters.com EARLY EDUCATION Little Sprouts Several North Shore Locations 877.977.7688 www.littlesprouts.com FUN & FITNESS The Little Gym Danvers and Woburn www.tlgdanversma.com www.tlgwoburnma.com

North Shore Children & Families

MUSIC INSTRUCTION

SCHOOLS

SUMMER CAMPS & PROGRAMS

Ibáñez Music Beverly 978.998.4464 www.ibanezmusic.com

Covenant Christian Academy West Peabody 978.535.7100 www.covenantchristianacademy.org

Boston Ballet School/NS Studio Marblehead 781.456.6380 www.bostonballet.org/school

SummerQuest at the Crane Estate Ipswich 978.380.8360 www.thetrustees.org/summerquest

Music Together/Joyful Music Serving Lexington, Winchester, Melrose, Wakefield & Stoneham www.joyfulmusic.com

Eastern Point Day School Gloucester 978.283.1700 www.easternpointdayschool.org

Brookwood Summer at Brookwood Manchester www.brookwood.edu

Harborlight Montessori Beverly 978.922.1008 www.harborlightmontessori.org

Camp Quinebarge New Hampshire 800.869.8497 www.campquinebarge.com

Ipswich Montesori School Ipswich Enrolling now for Sept. 2011! 978.356.2838

Glen Urquhart School Summer Program Beverly Farms 978.927.1064, ext. 131 www.gus.org

OCCUPATIONAL/SPEECH THERAPY Kids OT Play Beverly 978.777.1122 www.kidsotplay.com Speech Therapy Group, LLC Beverly 978.927.0172 www.speechtherapygroup.net PHOTOGRAPHY Spector Photography Beverly Farms 617.755.8148 www.spectorphotography.com SCHOOLS Brookwood School Manchester 978.526.4500 www.brookwood.edu Cape Ann Waldorf School Beverly Farms 978.927.1936 www.capeannwaldorf.org Clark School Danvers 978.777.4699 www.clarkschool.com Cohen Hillel Academy Marblehead 781.639.2880 www.cohenhillel.org

The Phoenix School Salem 978.741.0870 www.phoenixschool.org Shore Country Day School Beverly 978.927.1700 www.shoreschool.org Sparhawk School Amesbury & Salisbury 978.388.5354 www.sparhawkschool.com Tower School Marblehead 781.631.5800 www.towerschool.org

Happy Spring!

Keys for Kids Serving the Amesbury & Newburyport Areas www.keys-for-kids.com Manchester Athletic Club Manchester 978.526.8900 www.manchesterathleticclub.com Shore Sports & Enrichment Camps Beverly 978.927.1700, ext. 256 www.shoreschool.org/summershore Summer Adventures at The Phoenix School Salem 978.741.0870 www.phoenixschool.org

Boost your summer enrollments in our 4th Annual Summer Camps & Programs Showcase series! Continues in our May issue – space closes April 15! GET YOUR SUMMER PROGRAM LISTED HERE! See page 16!

To advertise: suzanne@northshorefamilies.com

Summer Quest at Pingree School South Hamilton 978.468.4415 www.pingree.org/summerquest Summer's Edge Tennis School At Salem State University & in Lexington 781.391.EDGE www.summersedgedaycamp.com Summer at Tower School Marblehead 781.631.5800 www.towerschool.org Whale Camp Grand Manan Island, Maine 888.54WHALE www.whalecamp.com SUMMER FUN Gibraltar Pools & Spas Topsfield 978.887.2424 www.usaswim.com SPECIAL EDUCATION LAW Education Consulting, Advocacy & Legal Services 781.231.4332 Serving MA, including the North Shore

www.educationandjuvenilelaw.com

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