ParentMap Learning 2021

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Play Is (Always) the Thing How hands-on play is helping kids catch up on learning loss

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Screen-Time Science Latest research on the impact of screen time on child development

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PNW INSIDE + OUT FREE ParentMap Live See our all-star lineup of free parenting talks p. 17

The Learning Issue Expert tips and dozens of resources for navigating yet another unusual school year

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C ONTENTS

Learning

2021/2022

FEATURES

The Return 8 Expert tips for supporting the safest possible return to in-person school Play Is (Always) 21 the Thing How hands-on play is helping kids catch up on pandemic learning loss Set for Success Enrichment programs offer enjoyment and academic advantages

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Learned Helplessness 31 What parents need to know to prevent learned helplessness in their child 12 Tips to Help Your Child Readjust to School 35 How to help your kid overcome school and separation anxiety Screen-Time Science 41 What the latest research shows about the impact of screen time on child development A–Z Reading Adventures 44 Great titles and activities that build literacy skills in young children Resource Directory

“Think of how you react to the unexpected events in your life; do you teach your child to develop a pessimistic or an optimistic outlook to life?” p. 31

8

Serious play time is helping repair learning gaps kids experienced during social distancing.

21

27

41

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PARENTMAP.COM

44 From hands-on activities to YouTube read-alouds and classic ABC books, we’ve got great tips for boosting early literacy.

LEARNING / 5

DE AR R E ADER

Curiouser and curiouser

LEARNING 2021/2022

PUBLISHER

Alayne Sulkin EDITORIAL MANAGING EDITOR Patty Lindley

Each month, I ask the ParentMap staff to respond to a prompt related to the theme of the magazine issue. This month, I asked them: What’s the best thing you have loved to learn — or learned to love — in the past year?

This response from my brilliant colleague Nicole Persun really hit home with me: [“Eat, Pray, Love” author] Elizabeth Gilbert always says to “Follow your curiosity.” I love that. This year, I’ve tried to embrace the discomfort of being a “beginner” at new hobbies and ventures. It can be uncomfortable, but going outside of your comfort zone is how you grow.

Nicole is absolutely spot-on (as usual): At any age, learning can be an uncomfortable business. But curiosity? It is never anything but a delighter — an open invitation to explore, stretch and imagine whatever wonderland we glimpse from the corner

OUT + ABOUT EDITOR Nancy Chaney DIGITAL CONTENT EDITOR Vicky McDonald

OUT + ABOUT EDITORIAL ASSISTANT Devon Hammer COPY EDITOR Sunny Parsons CONTRIBUTORS Gemma Alexander, April Chan, Janelle Durham, Laura Markham, Ph.D., Elisa Murray, Sanya Pelini, Ph.D., Leslie Rome

DIGITAL MARKETING MANAGER Lindsey Carter EMAIL + SOCIAL MEDIA SPECIALIST Angelica Lai DIGITAL MARKETING COORDINATOR Taryn Weiner

SENIOR ADVERTISING AND PARTNERSHIPS MANAGER Ida Wicklund

ADVERTISING CLIENT SERVICES ASSISTANT Angela Goodwin

both hands and indulged in a restorative six-month-long phase of … digging in the dirt. “Passion is a tower of flame,” Gilbert remembered later of her gardening sidebar, “but curiosity is a

The quiet

CLIENT SERVICES PRODUCTION COORDINATOR Mallory Dehbod

EVENTS EVENT OPERATIONS Brenna McCown

ART + PRODUCTION

tiny tap on the shoulder — a little whisper in the ear that says,

SENIOR DESIGNER Amy Chinn

‘Hey, that’s kind of interesting …’”

ADMINISTRATION

Here’s how I think this connects to our present circumstances:

Chess, thanks to my 8-year-old teacher

ADVERTISING SALES + PARTNERSHIPS

Gilbert embraced this freeing mantra of “Follow your curiosity”

her life’s passion for writing seemed thwarted, she let go with

I have learned to love not being busy.

DIGITAL MARKETING

ADVERTISING CLIENT SERVICES MANAGER Jessica Collet

attempting to write her sophomore memoir. Devastated that

Embracing the discomfort of being a “beginner” at new hobbies and ventures

DIGITAL CONTENT PRODUCTION COORDINATOR Nicole Persun

of our mind.

when she experienced a crippling bout of writer’s block while

What’s the best thing you have loved to learn — or learned to love — in the past year?

I have learned to love at-home yoga.

BUSINESS MANAGER Carolyn Brendel

If there is anything the pandemic has afforded us, it has been ample time to slow down, mindfully reflect, disconnect from the demands of habitual scheduling and obligations, and allow boredom to motivate nourishing hobbies and activities that are entirely inspired by … possibly life-changing curiosity.

Curiosity is ever and always within our reach — how awesome is that? This is such a great reminder to us as parents, caregivers and teachers: What a transformative, mighty and easy thing it is to focus our children’s relationship with learning on a lifelong habit of chasing their interests. No matter what rabbit hole those curiosities lead them down.

— Patty Lindley, managing editor

PARENTMAP EDITORIAL ADVISORY BOARD

CONTACT INFORMATION

Benjamin Danielson, M.D. CLINICAL PROFESSOR, UW SCHOOL OF MEDICINE PRACTICING PHYSICIAN, UW MEDICINE

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FE ATUR E

The Return

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How parents can support their child’s safest possible return to in-person school

By April Chan Anxious parents likely applauded Gov. Jay Inslee’s announcement in August about the vaccination requirement for school employees, but this far into the pandemic, no one expects that this requirement alone will be enough to mitigate the spread of the coronavirus in our schools. Elementary-age students are still not eligible to receive a vaccine, the delta variant is resulting in record hospitalization numbers for children, and it appears that even vaccinated individuals can unwittingly transmit the virus to others.

Consequently, masks, physical distancing, good hand hygiene and proper ventilation, along with a robust — and hopefully growing — population of vaccinated community members continue to represent the best strategies possible to help keep our kids safe.

“I think of each modality as a way to reduce your risk,” says Jasmin Zavala, M.D., an adolescent medicine physician and clinical director at Sea Mar Community Health Centers (seamar.org). “Nothing is going to be 100 percent foolproof. The vaccine is the best thing we have, and the next best things are masking and physical distancing; from there, we reinforce good hand hygiene, keeping surfaces clean, and good air circulation and ventilation.”

Prevention is better than cure Authorization for teens ages 12–17 to receive the Pfizer-BioNTech COVID-19 vaccine this past spring helped alleviate some concern for parents with older kids. Zavala notes that commonly reported side effects for this age group are similar to those experienced by adults: muscle soreness at the vaccination site, headaches, and body aches and chills that last anywhere from a few hours to a few days.

Unlike during the initial onset of COVID-19, when data indicated that the elderly and those with other health complications, such as diabetes or asthma, were more vulnerable to developing more serious cases of the disease, the current increase in hospitalizations of children due to the delta variant doesn’t offer much insight into potential comorbidities. “Right now, I’d caution parents who think their kids are healthy and won’t get severely ill from COVID-19 against that type of thinking,” says Zavala. “None of us want our kids to come down with this and none of us want them to die from it.”

There have been a few reports of myocarditis in adolescent and young adult males after receiving their second dose of the COVID-19 vaccine, Zavala notes, but such cases are rare

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FE ATUR E continued from page 9

(about five cases per 1 million vaccinations, according to the latest data from the Centers for Disease Control and Prevention), and cases are commonly treated with overthe-counter medication and resolve quickly on their own.

“It’s important for parents to know myocarditis is an inflammation of the heart, and that it is more likely caused by a viral infection than from the COVID-19 vaccine itself.”

A substantial amount of research has gone into the development of the available COVID-19 vaccines. “Overall, the vaccines are very safe. The intent of the vaccine is to reduce the seriousness of COVID-19, and reduce the likelihood of hospitalization or death. We do have a lot of concerns about the potential long-term effects of COVID-19 infections, including impacts on the cardiovascular system and MIS-C.” (Multisystem inflammatory syndrome in children, or MIS-C, is a condition in which different body parts in children can become inflamed, among them the heart, lungs, kidneys, brain, skin, eyes or gastrointestinal organs.)

Decades of data also support doctors’ recommendations that it is vitally important that children get caught up on their regular vaccinations as well. “It’s not going to be great to have a measles outbreak [concurrent] with the flu and COVID-19,

not just because it’s not good for the health of the individuals but also because of the impact on the overall community, such as an increase in hospitalizations,” warns Zavala.

Communication is key with schools Health-care professionals like Zavala empathize with the difficult position parents are in again this fall as they face a third school year affected by the pandemic and tough choices about school instruction and child-care solutions.

She says there are a number of things parents can and should advocate for, both at the school and school-district levels.

First, parents should familiarize themselves with the Washington State Department of Health’s (DOH) updated school opening guidelines for the 2021–2022 school year (doh.wa.gov/vaxtoschool). Parents should then inquire about what their child’s school is doing to meet these guidelines and recommendations.

Cases are likely going to happen in schools, and the DOH guidelines explain what the response will be. Because each district might follow those processes differently, concerned

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caregivers have a right to ask. “Parents should understand what that process would look like,” says Zavala. “How will families be notified of potential exposure? Where would [the school] recommend testing? A lot of procedures were established this past spring, but some things might have changed.”

Expect frequent testing Medical professionals have noted that kids are now coming down with other respiratory illnesses, such as respiratory syncytial virus (RSV), during unseasonal times, and symptoms often overlap with those of a COVID-19 infection. Does this mean parents should rush to get their child tested at the earliest sign of a sniffle?

Allowing your child to be tested throughout the school year is a crucial way to help stop the spread of the coronavirus and keep more students in school.

Yes, says Zavala, and she further notes that the absence of a fever does not automatically negate the possibility of a COVID-19 infection. “I do recommend everyone with any symptom gets tested,” she advises. Families looking for nearby testing locations can visit an interactive map on the DOH website (doh.wa.gov/testinglocations).

PROTECT YOUR KID AGAINST JUST ABOUT EVERYTHING, EXCEPT BEING A KID.

Get them up to date on immunizations. Visit your clinic for a well check.

Another important step that families can take is to opt in to their school’s testing plan. Allowing your child to be tested throughout the school year is a crucial way to help stop the spread of the coronavirus and keep more students in school. For more information on COVID-19 testing in Washington state schools, check out the Learn to Return website (returntolearn.org).

Zavala acknowledges, “It is a major task to ask parents and families to take on, and I think it’s important to keep in mind that we don’t have

LEARNING / 11

FE ATUR E but we all kind of have to mobilize and go through the stages again,” says McGuire. “It has the potential to make the recovery longer and more complicated. Here we are with complexities that make the return to school challenging for a lot of kids and their parents.”

One way to cope, says McGuire, is to switch the focus to self-reflection. “When we get into this uncertainty era, with so much strife about masks and vaccines, we’re emphasizing that people should focus on their values and their process. Think about who you want to be at the end of this. If you’re happy with how you’ve come to your decisions or how you approached your work, that’s important to emphasize right now. None of us are functioning on our A game, and that’s hard for those of us who want to be A students or A workers.”

continued from page 11

a better way right now. We have to continue doing what’s been working.”

Battle the fatigue Evolving public health data, along with variations in how each school district, school and classroom will handle cases, and how forthcoming families might be with their own potential or confirmed exposures, add to the already overwhelming amount of trauma that families have experienced since the onset of the pandemic. Parents are tired.

Tona McGuire, Ph.D., a clinical psychologist and co-leader of the Department of Health’s Behavioral Health Strike Team, outlines the typical stages that make up the experience of a disaster or crisis: onset, heroic stage, disillusionment and recovery. “[The delta variant] starts this disaster timeline over again.

Perhaps not to the extent that it did in January or February,

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We’re also expecting kids to step up, she says. “They will have missed academic and social steps. I think the schools are well aware that the kids coming back have to learn how to be students all over again in a classroom environment. This new variant is hitting at a time when everyone is exhausted, very reactive, and not very good at managing being organized and calm and patient. That’s just the impact of the disaster on us. Parents must try to be mindful of being compassionate and patient with ourselves and other people. Everybody is pretty cranky,” says McGuire.

Cultivate habits of self-care Self-care looks different for everyone, but it’s important to set aside time and resources to engage in activities that are mentally and emotionally revitalizing. “For some kids, it’s getting out and running around and being active,” says McGuire. “For others, it’s going to be talking to friends and gathering safely, or remembering to pay attention to sleeping patterns and eating healthy. But we all get into a rut and we’re just getting through the day. It’s important to be mindful that this is another hit that we’re taking — delta is another emotional hit.”

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Establishing structure, setting manageable goals and coaching kids to develop coping skills are also good ways to help sort through all the restrictions and changes we’re confronted with as the pandemic continues and evolves.

“What can we do instead when our plans don’t work out?” McGuire asks. “And how can we be okay with what we’ve decided to do instead of the thing we really wanted to do? Get them to think about alternatives and backup plans.”

“One of the things we know about resiliency is that anticipating the challenges coming down the road is a kind of stress inoculation.”

She continues, “If they’re really feeling wound up about it, shift to their calming tools — breathing, jumping on trampolines — whatever they choose.

Recognize their feelings. I think kids get the concept of ‘If we can’t do that, what’s our next plan?’ You’re stepping down your expectations, and that creates flexibility.”

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Cope actively Uncertainty might drive some people toward inaction, but McGuire advocates that even when solutions are all but impossible in a given set of circumstances, the act of thinking constructively about the situation is a form of active coping that helps build resilience in the long run.

“One of the things we know about resiliency is that anticipating the challenges coming down the road is a kind of stress inoculation,” says McGuire. “You don’t have to solve them, but you might want to think about [the possible challenges] that could come down the pike. That’s active coping instead of passive coping. Active coping is known to help build resilience and help people

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get through difficult situations, because it gives them the sense [of] ‘I have some control over this.’”

• Nurturing teachers • Small classes

Some semblance of control in this time of protracted uncertainty is surely welcome, as is any form of reassurance. Zavala offers this perspective on the past 18 months: “Everyone feels there’s a lot of uncertainty, but we’ve learned so much in the last year and a half. We know that masking, physical distancing, hygiene and good ventilation help. Nothing works well alone, but these precautions are effective when implemented together in a cohesive strategy, supported by vaccines that help reduce serious illness.

Eligible people are encouraged to get vaccinated for COVID-19, and children and adults alike are encouraged to get caught up on any other vaccinations they’re due for, including the flu vaccine.

We’re doing this so we can protect our loved ones, families, community and ourselves. It’s an effort to protect everyone.”

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Dr. Gottman will address fundamental questions about

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Raising an Independent Learner: Strategies to Help Kids Help Themselves Oct. 7, 2021 Raising an Independent Learner: Strategies to Help Kids Help Themselves Oct. 7, 2021 Raising an Independent Learner: Strategies to Help Kids Help Themselves Oct. 7, 2021

Supporting our children’s learning at home can be a setup for massive frustration, as we negotiate just how much to lean in.

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Alison Gopnik, Ph.D., will reveal fascinating insights into how caregiving relationships in childhood and old age evolve Alison Gopnik, Ph.D., will reveal fascinating insights into how caregiving relationships in childhood and old age evolve HMWXMRGXMZI GETEGMXMIW JSV GSKRMXMSR ERH GYPXYVI (V +STRMO [MPP I\TPEMR LS[ XLIWI X[S HIZIPSTQIRXEP PMJI WXEKIW EVI VIPEXIH Alison Gopnik, Ph.D., reveal fascinating caregiving relationships in childhood and old age evolve HMWXMRGXMZI GETEGMXMIW JSV GSKRMXMSR ERH GYPXYVI (V +STRMO [MPP I\TPEMR LS[ XLIWI X[S HIZIPSTQIRXEP PMJI WXEKIW EVI VIPEXIH and how to nurture thewill relationship betweeninsights childreninto andhow grandparents.

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love, trust and relationship resilience.

2021–2022 ParentEd Talks Speaker Lineup

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Supporting our children’s learning at home can be a setup for massive frustration, as we negotiate just how much to lean in.

Living Like a Citizen: Raising Leaders in a Complicated World Teachers and authors Abby Freireich and Brian Platzer will share proven strategies to help kids work independently and build In a society that is frequently rocked by tragedy, intense social unrest and political division, how can we help our kids process GSRƼHIRGI XS I\GIP Ƃ FSXL MRWMHI ERH SYXWMHI SJ XLI GPEWWVSSQ the upheaval and learn to “live like a citizen”? Citizen University co-founder and CEO Eric Liu outlines his inspiring vision and shares how parents can model responsible leadership and community service.

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ybook for Positive Discipline That Works bys bomb in the face of their child’s meltdown of epic proportions?

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Join this interactive talk by “The Einstein of Love,” Dr. John Gottman, to strengthen your partnership and parenting.

Dr. Gottman will Casares, address fundamental questions about relationship resilience.

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The ‘Yes Brain’: Coaching Our Kids From Reactivity to Receptivity

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For parents, living without a plan in place to account for all of the possible “what if” eventualities of life could have grave implications. Chanel Reynolds, author of “What Matters Most” and founder of the Get Your Shit Together website, will outline When facing challenges, unpleasant tasks and contentious issues, children often act out or shut down, responding with XLI ƼZI IWWIRXMEP WXITW IZIV] TEVIRX RIIHW XS XEOI XS WIGYVI XLIMV TIEGI SJ QMRH reactivity instead of receptivity. Author Tina Payne Bryson, Ph.D., will discuss positive strategies for creating “Yes Brain” STTSVXYRMXMIW XLEX EPPS[ ]SYV OMHW XS XLVMZI Ƃ FSXL RS[ ERH EW XLI] KVS[ MRXS EHYPXLSSH

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What is a parent to do when their go-to discipline standbys bomb in the face of their child’s meltdown of epic proportions?

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ED UCAT IO N

Play Time

By Nikki McCoy

Play Is (Always) the Thing KidsQuest Children’s Museum is helping kids catch up on pandemic learning loss

By Gemma Alexander

Despite teachers’ heroic efforts during remote learning, there’s no doubt that the past year was far from ideal when it came to advancing our kids’ learning. But while parents are fretting over their kids’ laggard reading and math skills as they face a return to instruction this school year, one part of the school day often gets overlooked.

When our kids missed out on recess last year, they lost out on a major learning opportunity. To get them back on developmental track, our kids need some serious play time.

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The importance of hands-on play “What’s so important with hands-on play is bodily kinesthetic movement.

It allows for a lot of trial and error, experimentation, imagination and conversation that just naturally begin to happen as children are playing,” says Jamie Bonnett, director of education at KidsQuest Children’s Museum in Bellevue. Kids did not get these kinds of free-play interactions during breaks from screen time last year. Providing those opportunities now can do a lot more than help kids catch up with academics. Play is also a powerful tool for dealing with anxiety as we move into our new normal.

‘Play is important forever.’

“Play is important forever,” says Putter Bert, president and CEO of KidsQuest.

“We have to reteach adults how to play — or at least remind them of its importance.”

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Now kids are having to relearn play as well. This past summer, KidsQuest offered in-person camps where the staff began to see — and repair — the learning gaps kids experienced during a year of social distancing.

“We’ve seen a greater impact with our 7- to 10-year-olds,” says Bonnett.

Compared to preschoolers, students who participated in remote kindergarten and lower elementary grades got a lot more direct instruction, during which they were asked to sit at a computer and focus. That left a lot less time for play.

In a virtual classroom, kids don’t get the casual peer-to-peer interactions that are inevitable in a physical setting: sharing supplies or sitting themselves in a circle on the carpet for story time. They get a lot of practice using a mouse, but not much time with paper, pen and scissors.

KidsQuest offers solutions “What we’re seeing are huge differences in kids’ fine motor skills. We’re having to back up and dig deeper into old skills,” says Bonnett. In the KidsQuest camps, 7- to 10-year-olds do an exercise in which they write instructions for making a sandwich.

Students this year were able to articulate the steps. But they struggled to write the list on paper.

KidsQuest camps were designed to help kids regain and employ those fine motor skills by giving them opportunities to manipulate materials. Campers played games with chopsticks, sensory tubs and clay.

“We still let people touch stuff,” says Bert. And it was important that the museum didn’t feel too different when the building reopened.

“It was about opening back up and allowing the museum to do its job, which is to put children alongside each other with time and space to play,” says Bonnett. Those play interactions help kids practice listening, communicating, sharing and cooperating.

Safety first While invaluable to development, such interactions can make parents nervous. The pandemic is not over,

and, for now, kids younger than 12 remain unvaccinated. So, although KidsQuest is working to create the feeling of “the old normal,” it is still taking important precautions. Visitors to the museum are asked to wear masks, wash their hands, queue on the socially distanced dots and move through the museum along a one-way route during timed entry sessions with restricted capacity.

“We had to think about how many people an activity can safely accommodate,” says Bonnett. Some collaborative activities have been reconfigured, while in other areas the activities remain unchanged, but, ultimately, the number of participants is reduced.

Evidence indicates that the coronavirus does not spread on surfaces, but manipulated objects are rotated and cleaned on a vigorous schedule throughout the day. Protocols are constantly updated in consultation with local pediatricians and under the guidance of the American Pediatric Association.

“KidsQuest has been ranked as one of the cleanest museums in the country by a national study. It’s important that we had the parents’ trust,” says Bert. Since the building

reopened in February with contact-tracing protocols, there has not been a single case of COVID-19 associated with the museum.

Play anxiety After a year and a half of social distancing, having kids play in public spaces may seem like a daunting proposition to parents. Preparing kids — and ourselves — in advance can help everyone feel safe. Museum staff members are happy to discuss safety protocols in detail with concerned parents. For kids, resources such as the Low Sensory Storybook and videos about the museum on YouTube can help them understand what to expect and build excitement for what’s available inside the museum. Bonnett suggests driving by the museum before attending.

“Give your child time and grace if they’re anxious. Let them sit on the steps outside and watch others go in and out,” she advises.

Once you make it inside, Bert says, “We have an incredible staff, and they are all trained in how to play and how to help parents and kids cope with stress. Also, don’t feel like you have to ‘do the museum’ in one time slot. Take away the

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continued from page 23

pressure to see everything in one visit. You can always come back again later.”

Play at home For some families, later still seems better.

“It’s a choice to come to the museum,” says Bert. “There are all kinds of reasons a family won’t come to visit right now. But that doesn’t mean they can’t have a KidsQuest experience.”

Parents can purchase a KidsQuest play kit for use at home. Developed during the lockdown, these “playbooks” offer engaging learning play related to science, art, math, music and movement. Versions of the kits are available for different ages, both in English and Spanish.

For additional free activities, the KidsQuest YouTube and Instagram channels publish content for parents that provide instructions for making sensory bins, art projects and more.

Additional at-home resources can be found on

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CHILDREN’S STORE & PLAY SPACE TO EXPLORE T THE WORLD

the museum’s website at Curiosity Corner.

“Play is so essential to becoming a successful adult. Play teaches us so much, no matter how old you are,” says Bert.

Bonnett adds that there is no wrong way to play.

“Give your children an opportunity to be bored and play,” she says. If you give them enough time, they will come up with something on their own. It might not be what you intended, but that is also okay, she advises. “A lot of parents are worried about doing [play] wrong. Play is not perfect — it’s messy and loud and fun and unplanned.”

Come explore, enjoy, and learn from the great big world of wonder we live in.

So, relax. Whether you visit the museum or stay at home, letting your kids play is just good parenting.

■

If you go ...

Where: KidsQuest Children’s Museum, 1116 108th Ave. N.E., Bellevue, or online at kidsquestmuseum.org

We are Covid-19 safe!

childwondertheworld.com 10:30am - 6pm, Daily 10:30am - 6pm, Tues-Sat

info@childwondertheworld.com 2022 SW 152nd St., Ste D, Burien

When: Tuesday–Sunday, hours vary Tickets: $10

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Parking: Free parking operates on a spaceavailable basis. Detailed parking information is available on the KidsQuest website.

Seattle-based freelance writer Gemma Alexander focuses on the intersection of parenting and the arts. When she’s not writing for ParentMap, she blogs at gemmadeealexander.com and tweets @gemmadeetweet.

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Through the power of play and exploration, KidsQuest Children’s Museum is creating learning that connects children to their communities and the world. Open Wednesday–Sunday for safe, fun play in its 25 interactive exhibits designed for children ages 0–10. Enjoy free Story Time, classes or virtual options at home. Let’s get back to playing! kidsquestmuseum.org

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Enrichment Programs What is an enrichment program?

Enrichment programs are like the high school equivalent of the summer camps you might have sent your child to in elementary or middle school. These programs offer an opportunity for your teen to enjoy the learning process in a way that’s different than what they get during the school year.

They can really dig in to a topic, such as coding, screenwriting or even writing for college readiness.

Set for Success Enrichment programs offer academic advantages

By Leslie Rome If you’re the parent of a high school student who’s planning for college, you’ve probably wondered — and worried — about how they can set themselves apart during the application process. Good grades, strong test scores, extracurricular activities, sports and volunteering are all great. But there’s something else you might not have considered: university enrichment programs.

These programs are an opportunity for students to explore topics they’re interested in without the pressure of earning grades. It’s learning for the love of learning. While there are no promises that such programs will be the deciding factor in whether or not your child gets into their dream school, as the director of the year-round University of Washington Youth & Teen Programs (youth-teen.uw.edu), I can say that there’s probably not a single college admissions team out there that wouldn’t look at their participation in an enrichment program as a plus.

Following are my recommendations for parents considering enrichment programs for their student this school year.

How can I describe an enrichment program to my child? Is it basically like remote learning?

University enrichment programs for high school students (and specifically the programs we offer at UW) are typically delivered using the Canvas learning management system and Zoom video conferencing. Our classes meet in real time and are not recorded. So, it may feel somewhat similar to remote classes students may have experienced through their school district. However, there are no grades, tests or other assessments. That said, the classes are still rigorous, and there is an expectation that students keep up with assignments and attend all classes.

How can I tell if a program is worth it?

Features that make up good online enrichment classes are generally similar to features that make good enrichment experiences in person. Parents should look for instructors who are: • Dynamic, creative and organized • Good at motivating students to show up and participate • Capable of setting clear class expectations, such as having working technology (computer, webcam, mic, internet connection) and encouraging students to have a dedicated workspace; and etiquette, including logging in on time and turning on the camera Instructors who are the most effective when teaching remotely make online learning interactive. Students need opportunities to actively process the information. Instructors should use a blend of group discussion, small group or partner work, and individual work time.

As a parent, should I care most about the provider, the instructor or the format?

All of these things are important in their own way. You’ll want to consider providers based on your own criteria, which could be cost, name recognition, course selection or convenience. Of course, format is a choice you’ll make

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Asia Pacific Language School

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What subjects are the best ones for students to enroll in?

It depends on your child’s interests. This should be a personalized experience that your child is excited about. UW Youth & Teen Programs tries hard to offer a variety of STEM and arts and humanities courses. Classes that are popular tend to be those for which a student already has a passion or strong interest.

What if my teenager isn’t sure they want to take on another class? How can I make them see that something like a college readiness course will pay off for them in the long run?

If a student is really not sold on the idea, this may not be the right time to enroll them in outof-school enrichment. When your student is taking an enrichment course during the academic year, it’s important to make sure they will have the time to balance it with homework and other commitments.

Why should I spend money for an enrichment program when there is so much free content online?

Out-of-school time or after-school enrichment is unique and different from school. The instructors have more freedom to approach how and what they teach. School-year instructors are required to teach according to curriculums that are decided by the state or school district, and students don’t necessarily get to explore their own interests. Academic-year learning doesn’t always allow for student exploration.

A lot of free online content has already been produced, making it less interactive than being in real-time, face-to-face remote classes. Real-time, instructor-led courses like those we offer at UW give students immediate feedback from their instructors and peers. This advantage is worth considering when weighing a paid program versus a free online recording.

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■

Leslie Rome is the director of the Youth & Teens Programs at the University of Washington.

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By Sanya Pelini, Ph.D.

Some people will do anything to avoid driving if their last experience was a disaster. Others will avoid certain social gatherings because they never have anything to say. Others will not apply for a promotion because they just know they’ll never get selected. Our past experiences influence our behavior, and when those experiences have been consistently negative, we can adopt what has been described as learned helplessness.

Learned helplessness is a condition with which a person suffers from a sense of powerlessness, feeling as though they will fail before they even try. Unfortunately, this behavior is quite common in childhood. Signs of learned helplessness manifest in various ways, such as when a child: • Is always pessimistic about their performance and believes they will fail.

• Makes little effort because they have given up after repeated failures.

• Lacks motivation and purports to “hate school.”

• Rarely asks for help because they think asking for help will change nothing.

• Lacks confidence in their abilities.

• Focuses on their weaknesses.

• Takes a passive approach to almost everything.

Understanding the origins of learned helplessness Ivan Pavlov is often referred to as the father of classical conditioning. One of his best-known experiments began

when he noticed that each time he gave food to a dog, the dog salivated. He then decided to ring a bell each time he fed the dog. Over time, the dog learned to associate the bell with food; every time it heard the bell, it would salivate, whether food was present or not.

Classical conditioning was a great scientific discovery. It helped show that associating a conditioned stimulus (the food) to an unconditioned stimulus (the bell) could lead to a specific conditioned response (salivating). Classical conditioning studies made it possible to make great advances in understanding human responses such as fear and anxiety.

It was through classical conditioning that pioneering psychologist Martin Seligman and his colleagues developed the theory of learned helplessness. Their own well-documented

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experiment with canine subjects provided proof that learned helplessness — that is, the belief that one cannot get out of a situation perceived as hopeless — exists.

What we know about learned helplessness and children Ever since those studies determined that feelings of helplessness are learned, other researchers interested in the subject have come to similar conclusions. In one study, researchers sought to understand how failure would affect students’ future performance. Children were divided into two groups and given the same test, the only difference being that the first group began with extremely difficult questions then proceeded to the easiest questions, and the second group began with the easiest questions before proceeding to the most difficult ones.

The researchers found that the students who had begun with the most difficult questions performed worse on the section with the easy questions, possibly because the hard questions they had begun with led them to doubt their abilities. Science has shown that negative experiences affect behavior and performance, and often lead to feelings of helplessness. Worse, this state of learned helpless is common among children and can persist into adulthood if they do not learn to change how they respond to failure.

Learned helplessness occurs after repeated negative experiences. This explains why the condition is common among children raised in difficult family contexts. For example, a child who is accustomed to being ignored (due to neglect or abuse) learns not to ask for help. It is also frequent among children with learning difficulties or those who are hyperactive or lack the ability to concentrate. This is simply because children who repeatedly meet with failure may learn to view themselves as incapable of success and thus give up. But there is good news: Learned helplessness is just that, a learned behavior, and therefore it can be unlearned.

Here are four tips to help a child overcome learned helplessness:

1. Help your child develop an optimistic explanatory style.

“Is the glass half empty or half full?” is a common expression thought to help determine whether someone has an optimistic or pessimistic disposition. As it turns out, how your child mentally explains to himself the events that happen in their life has an impact on how they view and react to those events. If your child often views the events in their life as beyond their control, they learn that there is not much they can do to change them. However, if they have an optimistic explanatory style, they know that while they may not necessarily control the things that happen in life, these experiences are simply temporary setbacks that will pass.

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An easy way to help your child develop a positive explanatory style is to adopt and employ one yourself. Think of how you react to the unexpected events in your life; do you teach your child to develop a pessimistic or an optimistic outlook to life?

2. Help your child understand the link between effort and

success.

In her book “Mindset: The New Psychology of Success,” Carol Dweck, Ph.D., explains that a child’s perception of failure has an impact on their future behavior. Helping your child develop a growth mindset means teaching them that effort can improve performance. You can help your child adopt a growth mindset by encouraging them to reflect on what they can do in the face of failure: • What else can you try?

• What other strategies can lead to the results you seek?

• What can you start doing to ensure that you get the results you want next time?

Your child needs to know that they are responsible for their

results, and that their behavior (adopting appropriate revision strategies, asking for help, revising regularly instead of cramming at the last minute, playing their musical instrument for a few minutes every day, etc.) largely determines success.

Telling your child that you know they are capable of success is rarely enough. Remember that they need to know and apply explicit strategies that will lead to that success.

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3. Help your child focus on their strengths.

Children struggling with learned helplessness are caught in a vicious cycle. They repeatedly fail and therefore learn to view failure as inescapable. But all children have strengths, and facilitating the discovery of those strengths can help them overcome feelings of hopelessness and powerlessness.

Take a moment and observe where your children’s strengths lie: What do they like doing?

Where are their talents? When are they happiest? When do they show the most focus and concentration?

Show your child that they are capable of success.

4. Multiply your child’s opportunities for success.

In the experiment cited earlier, the children who began with the difficult questions learned to doubt their abilities and performed worse on the easier questions. If your child repeatedly encounters difficult and complex situations in which it is hard to succeed, they learn that it is hopeless to even try. That is why it is important to have appropriate expectations — neither too hard nor too easy — to avoid learned helplessness.

This may mean waiting for your child to master one specific skill or task before moving on to the next, assisting them in doing a chore before letting them do it independently, or breaking up tasks to make them more manageable.

The most important thing to remember when dealing with learned helplessness is to let your child know that it is okay to ask for help.

■

Sanya Pelini, Ph.D., transforms educational research into practical tools and resources on her blog Raising Independent Kids (raising-independent-kids.com).

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School Anxiety

12 Tips to Help Your Child Readjust to School How to help your kid overcome school anxiety

By Laura Markham, Ph.D.

So, he’s off to school every morning now, like a big kid. But instead of the exuberance you expected, you find many days — especially Mondays — starting with tears or maybe a tummy ache. He isn’t faking. Anxiety affects the body and can result in an actual upset stomach, especially in children. But don’t worry: It’s not unusual for kids to need a little extra help adjusting to the start of school (particularly during a pandemic!). Here are 12 tips that will help.

1. Facilitate your child’s bonding with the teacher.

Kids need to feel connected to an adult they think will keep them safe. So, when they aren’t with their parents, they need to transfer their attachment focus to their teacher; otherwise, they’re too anxious to settle down and learn. If you notice that your child doesn’t feel good about school, contact the teacher immediately. Just explain that he doesn’t seem to have settled in yet, and you hope the

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teacher can make a special effort to reach out to him so he feels at home. Any experienced teacher will understand and pay extra attention to him for a bit. Many teachers assign the child a special job, so the child feels connected and has a role to play each day.

2. Facilitate bonding with the other kids.

Kids need to feel bonded with at least one other child. Ask the teacher if they’ve noticed who your child is hanging out with. Ask your child which kids she’d like to invite over to play. If she isn’t comfortable with how the other child would respond to a playdate invitation, you can always invite the parent and their kid for ice cream after school, or the entire family for Friday-night dinner.

You don’t need anything fancier than pizza, and by the end of the meal, the kids will be racing around the house like long-lost buddies. And who knows?

Maybe you and the parents will hit it off.

3. Give your child a way to hold onto you during the day.

For many kids, the biggest challenge is saying goodbye to you. Develop a parting ritual, such as a hug and a saying: “I love you, you love me, have a great day, and I’ll pick you up at 3!” Most kids like to keep a picture of the family in their backpack. Many also like a token for their pocket — such as a paper heart with a love note, or a pebble you found on the beach together — that they can hold for reassurance if they feel alone.

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4. Help him express his worries and realize that he can handle them.

Most school anxiety is caused by worries that adults might find irrational, such as the fear that you’ll die or disappear while they’re at school.

Encourage your child to express any worries that are bothering him. Empathize: “You’re worried that since your best friend moved away, you won’t have anyone to sit with at lunch? That could feel really awkward, couldn’t it?”

Then, remember that fear is the worry that we won’t be able to handle something. So instead of just reassuring your child, empower him to solve the problem: “Hmm ... I wonder what you could do to solve that?” Let him come up with solutions, but be sure to chime in with the observation that all the kids will be looking for someone to sit with.

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Then, ask him to imagine how he would handle it if indeed his fear came to pass and he found himself looking for someone to sit with. Help him see himself calmly surveying the room to look for familiar faces, walking over and saying something like “I’m so glad to see you!” Your goal in this discussion is to help him realize that he has the internal resources to cope with any situation he encounters. Be sure he finishes this discussion with a positive image in his mind of him successfully coping with whatever he’s worried about.

Point out that it’s natural for people who love each other not to like parting, but she’ll have fun, the school can always contact you, and your love is always with her even when you aren’t.

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5. Calm her fears.

Children are “programmed” to look to parents for reassurance about what’s dangerous and what’s not. So, while you’re empathizing with your child’s concerns, be sure that you’re also expressing confidence that your child will be safe and happy at school. Explain that it is completely “normal” to be a bit anxious about a new situation, but that she can trust that her teacher will take care of her.

Offer your own positive school stories (for example, “I was so nervous the first week, I couldn’t even use the bathroom at school, but then I met my best friend Maria and I loved first grade.”) and the assurance that she’ll feel right at home soon.

Point out that it’s natural for people who love each other not to like parting, but she’ll have fun, the school can always contact you, and your love is always with her even when you aren’t. End every conversation with the reassurance “You know we always come back to each other,” so she can repeat this mantra to herself if she worries.

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6. Help your child laugh away his anxieties so he doesn’t have to cry.

Giggling is your child’s way of venting anxiety, and any child who is having a tough adjustment to school is feeling anxious — fearful — inside. Give him as many opportunities to giggle as possible. If you can spend some time every morning playing a chase game in your house, having a pillow fight or whatever gets him giggling, you’ll find that his separation from you at school goes more smoothly. The exception to this is tickling, since that seems to involve a different area of the brain and may even build up stress hormones.

Here are a couple of games that specifically help kids with separation: • “Please Don’t Leave Me.” When you’ve been reading to your child and he starts to get off your lap, pull him back to you and tell him how much you love holding him and to please not go away from you ever and you want to hold him always. Keep your voice light and playful rather than needy, so he feels free to pull away, but keep scooping him back to you and begging him, dramatically, to stay. The point of this is to heal that fear inside him about how much he needs and wants you, by letting him be the one to “leave.” As

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always, ham it up and go for giggles.

• The Bye-Bye Game.

This is a simple version of hideand-seek that triggers just enough separation anxiety to get him giggling.

Say, “Let’s play bye-bye.” Start to leave — but not through a door, as if you’re really going.

Instead, open the closet as if you’re about to go into it; this will amuse your child. Then act like you’re the one who is scared to separate, and jump back to your child and cling.

Say, “I missed you! I never want to be apart from you!”

Finally, recover your courage enough to say, “Okay, let me try that again! I will be brave!” and start to leave again. But again, come back and grab him before you are even out of sight, which should get him giggling, especially if you playact being silly and excessively worried.

7. Stay connected.

Start your child’s day with a five-minute snuggle in bed or

on the couch, just bringing 100 percent of your attention to loving her. Make sure that every day after school when you’re reunited, you have special time together to hear all about her day. Be sure to schedule in a long snuggle after lights-out to increase her sense of security.

8. Be alert for signs about why your child is worried.

Most of the time, kids do fine after a few weeks. But occasionally, their unhappiness indicates a more serious issue: He’s being bullied, he can’t see the blackboard or he doesn’t understand anything and is afraid to speak up.

Ask calm questions about his day, listen deeply and reflect what he tells you so he’ll keep talking. Start conversations by reading books about school together. Initiate a little pretend play with stuffed animals, acting out a “puppet show” about a little one who doesn’t want to go to school, and ask your child, “I wonder why he’s scared? What should we tell him?” If you sense a bigger issue that you can’t unearth, it’s time to call the teacher.

9. Ease the transition.

If your child gets teary when you say goodbye, use your goodbye routine and reassure her that she’ll be fine and you’ll be waiting at the end of the day. If she continues to have a hard time separating, see if the teacher can give her

a special job every morning to ease the transition.

10. Make sure you’re a few minutes early to pick up your child.

This is crucial. Coming out of the school and not seeing you immediately will exacerbate any anxieties.

11. Downplay the time younger kids spend with you at home.

If a younger sibling is at home with you, be sure your older child knows how boring it is at home and how much the younger sib wishes she could go to big kids’ school.

12. Create a calm household routine with early bedtimes and peaceful mornings.

Sorry to be the bearer of bad tidings, but if you have to wake your kids in the morning, they aren’t getting enough sleep.

Kids who aren’t well-rested don’t have the internal resources to cope with goodbyes, much less the rigors of the school day. And get yourself to bed early, too, so you can deal calmly with the morning rush and get everyone off to a happy start.

■

Laura Markham, Ph.D., is the founder of Aha! Parenting and the author of “Peaceful Parent, Happy Kids,” “Peaceful Parent, Happy Siblings” and “Peaceful Parent, Happy Kids Workbook.” This article was originally published on ahaparenting.com.

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Child Development means that they are more likely to struggle with problem solving, focus and attention, and impulse control.

Parents often wonder about how screens affect their children’s development. While the research on the impact of screen time on child development remains inconclusive to date, several studies have come to similar conclusions. The following are five things you need to know about your child’s screen-time use, according to the science.

1. Reducing screen time reduces its negative effects on your child.

Screen-Time Science What the latest research reveals about the impact of screen time on child development

By Sanya Pelini, Ph.D. Research conducted over the years has indicated that playing video games can help children develop problem-solving skills, spark their imagination and creativity, and help them become more persistent. But screen time has also been associated with many negative effects. Some studies have found that excessive screen time can lead to attention and concentration problems, depression, anxiety, chronic health problems, sleep issues and obesity. Parents’ concerns about these negative impacts of screen time have been greatly intensified by the increased reliance on screens during the pandemic.

A recent international observational study delved into the risk factors of prolonged screen time and insufficient physical activity to the well-being of school-age children. The study, which was released in August, suggests that just two hours of screen time can lead to mental health impacts on girls, and twice that amount of time can have the same impact on boys. In another recently released study, researchers found that children born extremely prematurely who spend more than two hours a day in front of a screen are more likely to have cognitive and behavioral problems than other kids. This

It is said that too much of anything is bad for you, and that is the one thing that all researchers agree on when it comes to screen time. What they disagree on is just how much is too much. Some of the research is quite alarming. For instance, some studies suggest that more than one hour of screen time a day can lead to depression and anxiety in teens.

What really matters is how screen use is affecting your child and your family life.

According to the American Academy of Pediatrics, children younger than 2 should be kept away from screens, and screen use should be limited to a maximum of two hours a day for those 2 and older. Not all parents agree with these recommendations, and that’s okay. What really matters is how screen use is affecting your child and your family life.

The reality today is that children are spending much longer than one hour a day on screens.

The problem with screen-time overuse is that it leaves little time for other activities and, as some studies suggest, it can also lead to a weaker sense of well-being in children between the ages of 2 and 17, and to less curiosity and self-control.

There are a few things you can do to reduce your child’s screen time: Create screen-free zones and moments.

Determining areas in which screens are strictly forbidden can help reduce an overdependence on screens. For example, bedrooms can be screen-free zones.

You can also create screen-free moments. Just like screenfree zones, you can determine screen-free moments in your home (for example, no screens during mealtimes).

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It is hard for your child to resist screens when notifications keep buzzing, so it is also a good idea to switch notifications off.

Set screen-use rules.

It is important to set screen-use rules to make your expectations clear to both you and your child.

• When can they use screens — mornings, afternoons, after homework?

• Is screen-use time a right or a privilege?

• What are the consequences if screen-use rules are disrespected?

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Establishing clear rules as early as possible limits the drama you are likely to have in the future when you attempt to make changes that will affect your child’s screen use.

As psychotherapist Victoria Matthews has noted, today’s children live a lifestyle we cannot understand, and it is therefore important to avoid invalidating their experiences. She says that rather than force your child to switch off, what really matters is helping them find balance.

2. Outdoor activity helps reduce the negative impacts of screens.

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In the cited study that found that just two hours of screen use can harm adolescents’ mental health, the researchers noted that physical activity was the best solution to counteract screen-time overuse. They propose that children should spend at least one hour a day doing physical activities and a maximum of two hours a day on screens.

3. Monitor screen time.

It is impossible to know the exact amount of time your child spends on screens if you do not monitor their time on devices and what that time is being spent on (video games, streaming media, social media, etc.).

Some devices have in-built functions that allow you to monitor the exact amount of time your child spends on specific games, set time limits and even disable applications once the set time limit is reached.

4. Know what they’re playing.

Monitoring your child’s screen use also means ensuring that the subject of their focus during that time is age-appropriate.

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FACT:

The Entertainment Software Rating Board (ESRB; esrb.org) provides information about the content of games and apps, which enables parents and consumers to make informed choices about which games are right for their family. Common Sense Media’s detailed reviews (commonsensemedia.org/game-reviews) are another excellent resource for evaluating the appropriateness of video and mobile games.

Always consult the official ratings and be sure to consider your child’s developmental stage, maturity level and experience.

5. Choose active over passive screen time.

Not all screen-time use is equal. We now know

that passive screen-time use is more harmful than active use. In other words, passively watching television has more negative effects on your child’s development than when they are actively engaged in media that require them to focus, stay attentive, or work with other players to reach a common goal.

In the study that concluded that screen time has a different impact on mental health depending on whether the player was a girl or a boy, researchers found that this could be explained by the fact that boys tended to be more active with their screen time. Girls were more likely to passively watch television or spend time on social media, while boys generally spent their screen time playing games.

We now know that strategic video games can help your child develop important skills, such as cooperation, creativity, hand-eye coordination and concentration. Making these types of games a privilege can help your child adopt a more active approach to screen use.

Even though the huge body of research on video-game use is yet to fully address the screen-use issue, one thing is clear: If your child is ignoring all other aspects of life and seems interested only in activities involving screens, then they require your intervention and help to establish a healthier balance.

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■

Sanya Pelini, Ph.D., transforms educational research into practical tools and resources on her blog Raising Independent Kids (raising-independent-kids.com).

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Literacy Reading books together, anytime and anywhere, is a powerful way to teach the joys to be found in books and the power of literacy. There are lots of other hands-on ways to build reading skills in young children.

• Make books together using albums of family photos or pictures cut out of magazines. Older kids can dictate the story, you write it down, and then they illustrate the pages.

• Look at family photo albums together, and then tell stories about the people and activities shown.

• Explore letters by drawing, painting, or writing with a stick in the sand or the mud. Make letters with play dough or shape them by using pipe cleaners. Have kids work with puzzles made of letter shapes. Play with alphabet refrigerator magnets. Look for apps for your touch-screen device that let kids practice tracing letters. Draw letters on paper and have your child trace them.

• In addition to letters, talk about symbols in general. You could make a calendar and come up with symbols to remind them of what happens each day, or create a weather or chores chart.

• Act out stories that you have read or stage puppet shows.

Tell the story as written, and then imagine what would come next or what other adventure those characters could have.

• Sing songs and play rhyming games. These activities slow language down so it’s easier to understand and remember.

Later, try memorizing a story and telling it over and over.

• When your child asks you a question, show how you would look up the answer.

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• Visit the library often. Make it a special time in your weekly schedule.

• Participate (virtually and eventually in person) in story times hosted by your branch library or a favorite bookstore.

Seeing other kids and parents be excited about books, listening to the storyteller’s voice (kids learn language better when they hear a variety of people speak it) and singing songs together are great ways to spur literacy and language development. Story times are also terrific preparation for school — practicing sitting still and paying attention

to an adult other than a child’s own parent is an important developmental skill.

Check out videos of these read-aloud, alphabet-friendly faves on YouTube • “Chicka Chicka Boom Boom” (book by Bill Martin Jr. and John Archambault) — Kids never tire of the rhythm of this rollicking read-aloud. The letters are the characters in this story: “A told B, and B told C, ‘I’ll meet you at the top of the coconut tree.’”

• “Kipper’s A to Z” (book by Mick Inkpen) — Most ABC books have different, unrelated ideas on each page as they progress through the alphabet. This book has a storyline that runs through it.

Kipper the dog and Arnold the pig find an ant and put it in a box, then they find a caterpillar, then the duck, who is too big to fit …

• Dr. Seuss’s ABC: An Amazing Alphabet Book — Sung to “The “Banana Boat Song” melody, this great read-aloud has all the rhythm and fun illustrations you’d expect in a Dr. Seuss book. I also like the fact that on several pages, it goes back to remind you of all the letters in the alphabet that came before the one you’re on.

• “The Little Red Cat Who Ran Away and Learned His ABC’s (the Hard Way)”— This wordless book by Patrick McDonnell engages kids in a storytelling exercise as you read it: “What animal did he see next? Will that animal chase after him, too?”

Some alphabet books are really all about increasing your child’s vocabulary: • “Eating the Alphabet: Fruits & Vegetables from A to Z” by Lois Ehlert has lots of different fruits and vegetables for every letter.

Find More Great Reads for Kids of All Ages Books can be both mirrors and doors, write Pamela Paul and Maria Russo, coauthors of “How to Raise a Reader.”

As you build your home library, cast your family’s net wide for stories that expose kids to a broad range of perspectives and experiences. Here are resources that can connect parents with some of the best suggested titles: “Better with Books: 500 Diverse Books to Ignite Empathy and Encourage SelfAcceptance in Tweens and Teens” by Melissa Hart. With 500 recommendations, this book is an essential guide for every family.

What Do We Do All Day? (whatdowedoallday.com).

Founded by a Generation X mom, this website has more than 200 reading lists plus oodles of ideas for unplugged games.

Common Sense Media reviews (commonsensemedia.org).

Common Sense Media has lots of book reviews to help you sort through appropriate subject and reading matter for kids of all ages.

A Mighty Girl (amightygirl.com). Dedicated to all things girl power, this cool site presents lots of great lists featuring books with strong female characters.

“The Read-Aloud Handbook” by Jim Trelease. This classic treasury of fantastic read-alouds is in its eighth edition. Sarah Mackenzie’s “The Read-Aloud Family” is another great resource.

ParentMap book lists (parentmap.com/books). Looking for great sibling stories? Terrific graphic novels? Find a bounty of book lists on parentmap.com.

Libraries. In addition to children’s librarians, public libraries offer many online resources. Find terrific book lists (and audiobook lists) on library websites, or fill out a “Your Next 5 Books” profile (at The Seattle Public Library) or Book Match profile (through the King County Library System) to receive customized picks by email.

— Elisa Murray

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• “LMNO Peas,” a book series by Keith Baker, uses words for lots of jobs and hobbies, such as dancers, drivers, eaters, electricians, explorers, farmers, friends, etc.

• “A Is for Angry: An Animal and Adjective Alphabet” is a classic

by Sandra Boynton that pairs each letter in the alphabet with a favorite animal and an adjective with big personality.

Join us online September 14 for the virtual launch of our new graphic novel, More Than Any Child Should Know: A Kindertransport Story of the Holocaust.

Visit our website for details & to register.

Note that many ABC books are too advanced to be understood by kids just learning the idea that an alphabet exists and that the different shapes of letters have meaning. For example, “Take Away the A” by Michaël Escoffier is a great book for kids who can already read; first- or second-graders will get the jokes, such as “Without the N, the moon says, ‘Moo.’” “Z Is for Moose”

by Kelly Bingham is good for kids who already have a lot of familiarity with the conventions of alphabet books. “A Is for Salad” by Mike Lester is a fun and silly selection for kids who know how words are actually spelled — but it would make no sense to kids who don’t.

Some books allow kids to have a tactile experience with the shape of the letters: • “Alphablock” by Christopher Franceschelli includes cutouts of the letters.

• The sensory book “TouchThinkLearn: ABC” by Xavier Deneux features raised letters and hollowed-out die-cuts, which the children can feel.

Plan your visit and learn more at

HolocaustCenterSeattle.org Open Sundays 10am-4pm at the corner of 2nd & Lenora

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• “If Rocks Could Sing: A Discovered Alphabet” by Leslie McGuirk shows rocks shaped like each of the letters; it could send your little learner on a quest to find rocks that look like shapes, objects or letters.

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Janelle Durham teaches parent education and STEM enrichment for ages 3–6 at Bellevue College, and childbirth preparation at Parent Trust for Washington Children. Read more of her writing at gooddayswithkids.com.

OPEN HOUSE RSVP

FOUNDATION GRADES 2-8 MIDDLE SCHOOL GRADES 6-9

Exceptional Exceptional Elementary Elementary Education Education Ages 5–11 Ages 5–11 DOWNTOWN DOWNTOWN 914 Virginia St.

914 Virginia Seattle, WA St. Seattle, WA 98101 98101 206.621.9211 206.621.9211

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A diverse and inclusive community fostering A diversecuriosity, and inclusive community fostering intellectual creativity, and compassion. intellectual curiosity, creativity, and compassion.

ACCEPTING APPLICATIONS FOR 2019-2020 ACCEPTING APPLICATIONS FOR 2019-2020

www.sprucestreetschool.org www.sprucestreetschool.org

info@morningsideacademy.org

901 Lenora Street. Seattle, WA • 206.709.9500

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Resource Directory The support of these family-friendly businesses enables us to deliver our high-quality parenting content to readers for free.

Allegro Pediatrics................................................................. 14 Where healthier futures begin 8 Eastside locations; 425-827-4600 allegropediatrics.com American Dance Institute................................................. 40 Various dance classes and camps 4 Seattle-area locations; 206-783-0755 americandanceinstitute.com; adiseattle@americandanceinstitute.com

•

PS - Grade 12

• Christian • College Prep • Small Class Sizes • Honors and AP • Tuition Assistance

Annie Wright Schools EE .................................................... 36 Co-ed preschool–8; single-gender day and boarding 9–12 Tacoma; 253-272-2216 aw.org; admissions@aw.org Asia Pacific Language School............................................. 28 Chinese and Japanese programs; preschool–grade 1 Bellevue; 425-747-4172 apls.org; apls@apls.org BASIS Independent Bellevue EE ......................................... 4 Top global private school offering STEM and liberal arts Opening fall 2022; 425-229-1277 bellevue.basisindependent.com; blv.admissions@basisindependent.com

Pride in excellence, strength in character VisitBearCreek.org

The Bear Creek School EE ................................................. 48 Christian liberal arts education; preschool–grade 12 Redmond; 425-898-1720 tbcs.org; chazeltine@tbcs.org Bellevue Children’s Academy ............................................ 47 Inspiring and nurturing excellence; pre-K–grade 4 Bellevue; 425-649-0791 bcacademy.com; admissions@bcacademy.com Bellevue Montessori School.................................................. 7 Inspiring lifelong learners; ages 1½–12 Bellevue; 425-454-7439 bellmontessori.com Billings Middle School EE .................................................... 36 A dynamic academic community centering social justice Seattle; 206-547-4614 billingsmiddleschool.org

Join us at an Open House to see why students love EC! High School Open House: Oct. 17, 2 p.m.

Middle School Open House: Nov. 7, 2 p.m.

Middle School & High School: Dec. 7, 6:30 p.m.

Learn More & Register

Bothell Pediatric & Hand Therapy..................................... 30 Occupational, physical, speech and feeding therapies Greater Seattle area; 425-481-1933 bpandht.com; office@bpht.com Boys & Girls Clubs of King County..................................... 20 Full- and half-day camps, sports camps, teen programs 30 Greater Seattle locations; 206-436-1800 positiveplace.org Bright Horizons Early Education & Preschool..................... 7 Child care, early education, summer camp Multiple Puget Sound locations; 877-624-4532 brighthorizons.com

eastsidecatholic.org/visit Coed, Grades 6 - 12

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EE Education Online Explore dozens of local options at parentmap.com/education.

Center for Spiritual Living Seattle .................................... 30 Spiritual but not religious community Seattle; 206-527-8801 spiritualliving.org Charles Wright Academy.................................................... 33 Independent, co-ed day school; preschool–grade 12 Tacoma; 253-620-8373 charleswright.org; admissions@charleswright.org Child Wonder the World .................................................... 25 Children’s store and play space to explore the world!

Burien childwondertheworld.com Creative Dance Center.......................................................... 9 Classes for infants, children, teens, adults Seattle; 206-363-7281 creativedance.org; info@creativedance.org Dartmoor School ................................................................. 51 One-to-one, customized learning for grades 1–12 Bellevue, Bothell, Issaquah, Seattle; 425-885-6296 dartmoorschool.org; admissions@dartmoorschool.org Discovery Bay Learning Academy..................................... 15 Preschool and pre-K; after-school care K–grade 6 Bellevue; 425-861-6247 proclub.com/club/youth/learning-academy; learningacademy@proclub.com Eastside Catholic School EE.............................................. 48 Faith-based learning; co-ed, grades 6–12 Sammamish; 425-295-3000 eastsidecatholic.org; info@eastsidecatholic.org Eastside Christian School.................................................. 24 Academic excellence, commitment to Christ; pre-K–grade 8 Bellevue; 425-641-5570 ecswa.org; info@ecswa.org

Offering fun, hands-on geology programs for kids of all ages.

Educational programs are mobile - the experience comes to you!

ROCKS • MINERALS • FOSSILS • STEM ENRICHMENT • VIRTUAL CLASSES

ROCKSOLIDSCIENCE.COM | 206.715.2556

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The Sammamish Montessori School In Redmond

Call 425-883-3271 for a tour. ͻ Child-centered, joyful atmosphere with strong academic focus ͻ džƉĞƌŝĞŶĐĞĚ͕ DŽŶƚĞƐƐŽƌŝͲĐĞƌƟĮĞĚ ƚĞĂĐŚĞƌƐ ͻ Preschool, kindergarten, and STEAM Enrichment ͻ Family owned and operated since 1977 ͻ ^ƵŵŵĞƌ͕ ďĞĨŽƌĞ Θ ĂŌĞƌ ƐĐŚŽŽů ƉƌŽŐƌĂŵƐ ͻ WƌĞƉ WƌŽŐƌĂŵ͕ ;ƐƚĂƌƟŶŐ ĂŐĞƐ Ϯ ПШЖͲϯͿ

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Eastside Community School EE ...................................... 40 Inspired by Waldorf education; early childhood–grade 8 Issaquah; 425-598-2914 eastsidecommunityschool.org; info@eastsidecommunityschool.org Eastside Pediatric Dental Group ...................................... 30 Specialists in oral health for kids of all ages Issaquah; 425-392-4048 eastsidepediatricdentalgroup.com Epiphany School EE ............................................................. 10 Independent elementary school; pre-K–grade 5 Seattle; 206-323-9011 epiphanyschool.org; gjones@epiphanyschool.org Explorer West Middle School.............................................. 16 Rigorous academics, small classes, arts, outdoor ed West Seattle; 206-935-0495 explorer-west.org; dawnf@explorer-west.org Forest Ridge School of the Sacred Heart EE ..................... 7 Independent, Catholic, all-girls school; grades 5–12 Bellevue; 425-641-0700 forestridge.org; admissions@forestridge.org

FOR

gifted kids W HO love to learn

CONTACT THE ADMISSIONS OFFICE TO FIND OUT MORE A KINDERGARTEN THROUGH 8TH GRADE INDEPENDENT SCHOOL

(425) 747-2911 | www.openwindowschool.org EE Education Online Explore dozens of local options at parentmap.com/education.

LEARNING / 49

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French American School of Puget Sound......................... 10 Excellence today, the world tomorrow; ages 2–14 Mercer Island; 206-275-3533 fasps.org; info@fasps.org

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Gage Academy of Art ........................................................ 25 Art classes for kids and teens Seattle; 206-323-4243 gageacademy.org; info@gageacademy.org Heartwood Nature Programs ............................................ 13 Youth nature immersion camps, classes, after-school care Kenmore; info@heartwoodnatureprograms.org heartwoodnatureprograms.org Heritage Christian Academy.............................................. 28 Preschool through middle school Bothell; 425-485-2585 hcabothell.org; info@hcabothell.org Hibulb Cultural Center & Natural History Preserve ........ 42 Interactive exhibits showcasing the Tulalip Tribes Tulalip; 360-716-2600 hibulbculturalcenter.org Holocaust Center for Humanity ....................................... 46 Holocaust education, programs and field trips for students Seattle; 206-582-3000 holocaustcenterseattle.org Hope Lutheran School EE .................................................. 53 Faith-focused and student-centered; preschool–grade 8 West Seattle; 206-935-8500 hls.hopeseattle.org; admissions@hopeseattle.org Hyla School EE .................................................................... 26 Hands-on learning; growth with integrity; grades 6–12 Bainbridge Island; 206-842-5988 hylaschool.org JDS: The Jewish Day School of Metropolitan Seattle EE 34 Jewish community school; early childhood–grade 8 Bellevue; 425-460-0200 jds.org; admissions@jds.org Jennifer Rosen Meade Preschool ...................................... 9 Full- or part-time experiential preschool Bellevue; 206-323-8486 jrmpreschool.org; llevy@tdhs-nw.org KapKa Cooperative School EE ........................................... 51 Experienced-based learning, small classes; grades K–5 Seattle; 206-522-0350 kapkaschool.org; registrar@kapkaschool.org Kid’s Country Learning Centers ........................................ 54 Safe and nurturing care for infants–age 12 9 Puget Sound–area locations; 360-668-5145 kidscountryinc.com; info@kidscountryinc.com KidsPark – Lynnwood ......................................................... 14 Hourly child care, preschool, before-/after-school care Lynnwood; 425-478-2213 kidspark.com KidsQuest Children’s Museum .......................................... 23 Hands-on exhibits, classes, free programs and events Bellevue; 425-637-8100 kidsquestmuseum.org; info@kidsquestmuseum.org EE Education Online Explore dozens of local options at parentmap.com/education

Kong Academy ................................................................... 52 Kids parkour to build physical and emotional strength Various Seattle-area locations; 206-485-4222 kongacademy.org; info@kongacademy.org Lake Washington Girls Middle School EE Girls strong in mind, body and voice; grades 6–8 Seattle; 206-709-3800 lwgms.org; info@lwgms.org Lake Washington Symphony Orchestra ............................ 3 Enriching community through performance and education Seattle; 206-307-7418 lwso.org; info@lwso.org LeMay – America’s Car Museum ....................................... 55 Design, tinker and explore the world of automobiles Tacoma; 253-779-8490 americascarmuseum.org; education@americascarmuseum.org The Little School.................................................................. 39 Blended indoor/outdoor learning on our 12.5-acre campus Bellevue; 425-827-8708 thelittleschool.org/explore; admissions@thelittleschool.org Living Montessori Education Community ........................ 20 Preschool, elementary and enrichment; infants– elementary Bellevue; 425-373-5437 livingmontessori.com; info@livingmontessori.com

Getting to the heart of learning.

Open House: Sat., Dec. 4th; 10 a.m. to noon Email Registrar@KapKaSchool.org for tour dates.

Matheia School.................................................................... 53 Hands-on, experience-based learning; K–grade 5 Seattle; 206-283-1828 matheia.org; matheia@matheia.org The Meridian School EE ..................................................... 33 Inclusive K–5 community committed to balance Seattle; 206-632-7154 meridianschool.edu Morningside Academy EE .................................................. 47 Rigorous full-year and summer programs; grades 2–9 Seattle; 206-709-9500 morningsideacademy.org; info@morningsideacademy.org Music Center of the Northwest ........................................ 24 Early childhood, private lessons, group classes Seattle; 206-526-8443 musiccenternw.org North Seattle French School ............................................. 12 Immersion and bilingual education; preschool–grade 5 Shoreline; 206-365-1034 northseattlefrenchschool.com; admissions@northseattlefrenchschool.com NOVA Middle School ............................................................ 51 Challenging curriculum for highly capable learners Olympia; 360-491-7097 novaschool.org; admissions@novaschool.org Open Window School ........................................................ 49 For gifted kids who love to learn; grades K–8 Bellevue; 425-747-2911 openwindowschool.org; admissions@ows.org

EE Education Online Explore dozens of local options at parentmap.com/education

LEARNING / 51

R ES O UR C E DI R ECTO RY continued from page 51 Penguin Coding School ...................................................... 29 Kids learn Scratch, Python, JS, Minecraft, iOS, Java Online penguincodingschool.com; questions@penguincodingschool.com Primrose School of West Bellevue .................................... 43 Early education and full-time care; infants–pre-K Bellevue; 425-315-7305 primrosewestbellevue.com Puget Sound Independent Schools .................................. 2 Admissions collaborative connecting families and schools Greater Puget Sound area pugetsoundindependentschools.org

Why Tenacity Matters in Raising Successful Kids

The Redmond Academy of Theatre Arts ........................ 22 Singing, dancing and acting: theatre classes; ages 3–18 Redmond; 425-881-2773 redmondacademy.org; rataoffice@gmail.com

Oct. 27, 2021

Rock Solid Science ............................................................ 49 Explore rocks, minerals and fossils at your location!

Seattle area; 206-715-2556 rocksolidscience.com

Featuring authors FREE! Sam Goldstein, Ph.D., and Robert B. Brooks

Russian School of Mathematics ....................................... 26 After-school math enrichment; grades K–12 Bellevue, Factoria, Redmond; 855-MATH-855 russianschool.com

Sign up now:

ParentMap.com/live

Saint Patrick Catholic School ........................................... 54 Values-based education for pre-K–grade 8 students Tacoma; 253-272-2297 saintpats.org/school Samena Swim & Recreation Club ..................................... 13 Preschool, before- and after-school care, swim lessons Bellevue; 425-746-1160 samena.com Samis Foundation EE ......................................................... 56 Supporting Jewish education in Washington state Seattle; 206-622-3363 samisfoundation.org

I FAM E S THO FO R

, CH P I H S

LI ES

LU T VA A H T

TE C A AR

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Y T I N U LE M M O C AND R ADE

OF NT S E N PO .

CO M TION L A A C I T EDU SS E N D’S L I AS E H IR C THE

PRESCHOOL – 8TH GRADE

www.stthomasschool.org CHARACTER • CURRICULUM • COMMUNITY 5 2 / PA R E N T M A P. C O M

Sammamish Montessori School EE .................................. 49 Art, sports, science, more; ages 3–8 Redmond; 425-883-3271 sammamishmontessori.com; info@sammamishmontessori.com Seattle Academy EE ......................................................... 38 College prep curriculum for grades 6–12 Seattle; 206-324-7227 seattleacademy.org; admissions@seattleacademy.org Seattle Country Day School EE ........................................... 3 Inquiry-based learning for gifted students, K–8 Seattle; 206-691-2625 seattlecountryday.org; admissions@seattlecountryday.org Seattle Jewish Community School ................................... 12 Nurturing curious and compassionate learners; grades K–5 Seattle; 206-522-5212 sjcs.net; admissions@sjcs.net

EE Education Online Explore dozens of local options at parentmap.com/education.

Seattle Lutheran High School ........................................... 47 Exemplary college prep education in the Lutheran tradition West Seattle; 206-937-7722 seattlelutheran.org; info@seattlelutheran.org Small World Montessori ..................................................... 54 Full-/half-day programs for children ages 2.5–5 Everett, Mill Creek; 425-338-7771 smallworldmontessori.com; info@smallworldmontessori.com Sno-Isle Libraries .............................................................. 43 Community and literacy resources for families Marysville; 360-651-7000 sno-isle.org

KINDERGARTEN INFORMATION NIGHT October 19, 2021, 6:00 pm RSVP @ www.HLS.HopeSeattle.org

Preschool - Grade 8 Serving West Seattle since 1959

Spruce Street School EE .................................................... 47 K–5 differentiated learning environment Seattle; 206-621-9211 sprucestreetschool.org; admission@sprucestreetschool.org St. John School .................................................................. 20 Catholic education for preschool–grade 8 Seattle; 206-783-0337 st-johnschool.org St. Joseph Parish School................................................... 33 Seattle’s Jesuit parish school Seattle; 206-329-3260 stjosephsea.org; school@stjosephsea.org St. Louise Parish School .................................................... 53 Forming leaders who achieve excellence; pre-K–grade 8 Bellevue; 425-746-4220 stlouiseschool.org

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Soundview School ............................................................... 7 Independent, private school serving early childhood–grade 8 Lynnwood; 425-778-8572 soundview.org

Independent PK to 5th Grade School in Ballard Open Enrollment Limited

Call to schedule a tour today!

206-283-1828 www.matheia.org

Class sizes of 10 and under, hands-on learning, personalized instruction led by subject matter experts

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Your child deserves more.

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St. Monica Catholic School................................................. 48 Catholic liberal arts education; pre-K–grade 12 Mercer Island; 206-232-5432 stmonicasea.org; info@stmonicasea.org St. Thomas School............................................................... 52 Non-sectarian education; preschool–grade 8 Medina; 425-454-5880 stthomasschool.org; info@stthomasschool.org Stroum Jewish Community Center .................................. 29 Early childhood school, family and youth programs, camps Mercer Island, Seattle; 206-232-7115 sjcc.org Sunshine Music Together .................................................. 28 Early-childhood music classes; ages 0–8 4 Greater Seattle–area locations; 206-281-1111 sunshinemusictogether.com

That’s why, at St. Louise, we don’t just educate, we unlock your child’s potential: forming leaders who achieve excellence, assume responsibility, and embody traditional Catholic values.

UCDS: University Child Development School.................... 37 Learning by design; preschool–grade 5 Seattle; 206-547-8237 ucds.org; admission@ucds.org

Schedule a tour today.

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continued from page 53 University Cooperative School EE Community-oriented pre-K–5 school since 1975 Seattle; 206-524-0653 ucoopschool.org; info@ucoopschool.org UW Robinson Center for Young Scholars ........................ 55 Acceleration and enrichment for highly capable students Seattle; 206-543-4160 robinsoncenter.uw.edu; rcys@uw.edu The Valley School ............................................................... 20 Social-emotional primary curriculum for pre-K–grade 5 Seattle; 206-328-4475 thevalleyschool.org; info@thevalleyschool.org

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Villa Academy ..................................................................... 30 Catholic, independent school serving preschool–grade 8 Seattle; 206-524-8885 thevilla.org; admission@thevilla.org Wasatch Academy ............................................................. 34 Independent, co-ed boarding school for grades 7–12 Mount Pleasant, Utah; 800-634-4690 wasatchacademy.org; info@wasatchacademy.org Washington College Savings Plans (WA529) EE ............... 13 Helping families save with two flexible 529 plans GET, 800-955-2318; DreamAhead, 844-529-5845 wastate529.wa.gov Washington State Charter Schools Association............. 29 High-quality, innovative public school options Statewide; 206-424-2780 Wacharters.org Washington State Department of Health ......................... 11 Immunization resources and information for families Statewide; 800-525-0127 doh.wa.gov/vaxtoschool Washington State Department of Health — WA Notify.... 50 Free app alerts users of possible exposure to COVID-19 Statewide; 800-525-0127 wanotify.org Washington State History Museum ..................................... 4 Vibrant new exhibits and resources to explore history Tacoma; 253-272-3500 washingtonhistory.org; receptionist@wshs.wa.gov

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Willows Preparatory School ............................................... 47 Inspiring innovation and integrity; grades 5-12 Redmond; 425-649-0791 ex. 4 willowsprep.com; info@willowsprep.com Yellow Wood Academy....................................................... 37 Customized education, supportive school; grades K–12 Mercer Island; 206-236-1095 yellowwoodacademy.org; info@ywacademy.org

• Serving children from 6 weeks to 12 years • 9 locations in the Seattle-Tacoma area Contact us to learn more or schedule a tour!

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