Record-Review Kids 2016 by The Record-Review

A SPECIAL SECTION OF THE RECORD-REVIEW | MARCH 11, 2016

PAGE 2A | THE RECORD-REVIEW

INSIDE Your picky eater: Life beyond chicken nuggets .................. 3A Kids and dogs can be a perfect pair....................... 4A Young at art: Appreciation & participation are key for little ones ............................. 6A

Passing on the collection gene to the kids................ 8A Kitchen rules for kids learning............................ 10A Let there be mess: Do children need disorder?...... 12A In case of emergency: Be prepared for anything with your young ones................. 15A PARENT’S GUIDE: News notes, summer camps & private schools ............ 24A-26A

KIDS!

MARCH 11, 2016

Kids! Cover Contest Winners Harrison Michael Trotta

COVER WINNER

arrison was not yet born when his older brother, Benjamin, was our cover winner as a 9-month-old in 2013. “He loves his big brother, who will be 4 in April,” Nona Jill Trotta said. “They have a great bond, a wonderful bond. They’re loving to each other. He loves to follow his big brother and do things with him. He gives us so much joy.” Jill loved getting a call three years later letting her know that 1.5-year-old Harrison was carrying on a family tradition. “He put on that fire hat and it was like, ‘Look at me, I am the chief of the fire department,’” Nona Jill Trotta said. “It was just picture perfect.” Harrison and Benjamin live in Bedford and Nona Jill and G-Pa Vince have relocated from Katonah to Heritage Hills since their last contest win. The boys love coming to visit them, especially when the weather is warm and they can go in the pool designated for little ones. Benjamin has already been on the golf course, with Harrison to follow soon enough. Jill and Vince see the kids at least four times each week. “It’s priceless, totally priceless,” Jill said. “They bring us so much joy and love and just melt my heart. We take them places and they’re always smiling and having fun. It’s the best years of our lives right now.”

Arianna Grace Loffa

DIVISION ONE WINNER

hat face. Those eyes. That smile. Those CHEEKS! Arianna of Bedford Hills is now 3 months old, but was 8 weeks when this winner was taken. She is the pride and joy of grandmother Pamela Wiley of Mount Kisco, who is never shy to spotlight her first grandchild. “I could have submitted a thousand photos,” Pamela said. “She doesn’t take a bad picture and the child, knock on wood, is one of the happiest I’ve ever seen.”

Arianna hangs out with her grandmother at least four days each week and during sleepovers they really get to bonding. “I get myself in trouble because when she sleeps over I go to check on her and she grins at me and then we do what we call crookin’ it — she’s in the crook of my arm and I love it,” Pamela said. Of course Arianna is too young to have hobbies, so being happy is her main thing. That in turn makes others happy. Pamela gets such wonderful responses from her Facebook friends whenever she posts another photo of the “light” in her life.

2016 Record-Review

PRESCHOOL GUIDE

In addition to being a natural cutie, Arianna always looks good. “Her mother is a fashionista and the child gets dressed like Princess Arianna,” Pamela said.

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KIDS! A special section of

The Record-Review P.O. Box 455, Bedford Hills, NY 10507 914-244-0533 www.record-review.com PUBLISHER...........................Deborah G. White SECTION EDITOR............................ Todd Sliss ART DIRECTOR...................... Ann Marie Rezen ADVERTISING DESIGN..........Katherine Potter AD SALES ............................... Francesca Lynch Thomas O’Halloran, Barbara Yeaker and Marilyn Petrosa ©2016 THE RECORD, LLC. ALL RIGHTS RESERVED. REPRODUCTION IN WHOLE OR IN PART IS FORBIDDEN WITHOUT PUBLISHER’S WRITTEN PERMISSION.

McKenzie Munson

DIVISION TWO WINNER

ou might just think this was a day in the life of McKenzie, who lives about 40 minutes away from her Bedford grandmother, Susan Clark, but this was a special day: McKenzie’s aunt got married and McKenzie, who will be 3 in July, was the flower girl. “I just loved the whole look — the dress, the boots, the whole thing,” Susan said. “We had a country-western rustic wedding. It was just adorable.” McKenzie loves her brothers. Chucky is 8, Tommy 5. “They have a great time together,” Susan said. “They love their sister and she just adores and loves to play with them.” She also loves her cat, Lucky. “She loves animals,” Susan said. “She has a cat that she just adores and plays with it all the time.” Also tops on her list is everything “Frozen,” which is the theme of her bedroom. Chilling out with the tablet she got for Christmas is always fun, too, as is playing with the neighborhood kids of all ages. McKenzie will start preschool in August and will be right at home. “She speaks very well,” Susan said. “She’s a smart little girl.” Susan spends many weekends going to the boys’ sporting events and McKenzie is sure to be up next with her own activities. “Typical Grandma and Grandpa stuff,” Susan said.

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MARCH 11, 2016

THE RECORD-REVIEW | PAGE 3A

Your picky eater

Life beyond chicken nuggets

BY JENNIFER LEAVITT

f kids’ menus in restaurants are any indication, most children are very picky eaters, with a palate that only responds favorably to chicken nuggets, French fries, and (just maybe) something smothered in tomato sauce. Many parents consider this one of their biggest parenting challenges, jumping through hoops to stave off malnutrition, wasted food and a short order cook dynamic, not to mention the endless family battles that can erode family life. They are not alone. According to research reported in Contemporary Pediatrics, up to 70 percent of today’s parents are struggling with at least one child’s eating issues. This can be particularly frustrating for those who happily boasted about their “good eaters” until a child turned 2 or 3 years old and promptly joined the French fry cult. Anthropologists theorize that picky eating may actually be a protective mechanism, to stop children from consuming anything with a strong odor or unfamiliar taste. Considering

that prehistorically children were usually breastfed until they were toddlers, the timeframe of this puzzling change may actually make a great deal of sense. While most parents have limited patience for academic rumination at the dinner table, helping a child overcome picky eating will require both patience and resolve. Knowing this at the outset can make the process less stressful for parents. “Being a parent can evoke confusion and anxiety in all parents,” said Sharon Farber, Ph.D., of Mind Body Connection in Hastings. But facing the problem leads to faster solutions. It is, she said, “Always best to identify and address your concerns about your child early on. Don’t wait for them to outgrow it.” At the same time, physicians tell us that most children in the United States are receiving adequate nutrition, even with limited variety. While adequate may not be optimal, it is more important and beneficial in the long run to focus on solid, successful strategies one small change at a time. Good nutrition is a lifetime goal with CONTINUED ON PAGE 5A

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KIDS!

MARCH 11, 2016

Kids & dogs can be a perfect pair BY MAJA TARATETA

ou were wandering around your neighborhood pet store with your toddler, “just to look,” you said. Your child had been asking for a dog ever since visiting the house of a friend who had just gotten a puppy. You were thinking of something more like a goldfish. When suddenly, you turn into an aisle and a strange dog approaches, followed by his human. Instinctively, you pull your child back toward you and ask, “Is he friendly?” With that, you may be unintentionally instilling a fear of dogs in your child. Indeed, say experts, parents communicate their fears and apprehension about animals to their children in their words and actions. Making an animal lover of your child, they agree, takes a more measured approach. For example, when a dog is coming toward you and your child, “Don’t pull your kids away and make them feel there is something to fear. People have to just relax when they have their kids around pets,” said Marcy Klein, manager and groomer at Furrylicious Pet Salon & Boutique in Scarsdale. “Parents have to convey a strong sense that this is a good thing.” Dog trainer Jenn Michaelis, who runs the “Family Manners” program at the Port Chester Obedience Training Club, agrees. She advises that one of the best ways to find out if a dog is friendly toward children is for parents to ask the dog’s human this precise question: “Would your dog like to say hi?” “This gives people an easy out,” she said, instead of forcing them into the uncomfortable position of admitting, “My dog’s not friendly,” or, “My dog doesn’t like kids.” Parents should also look for signs in the dog’s body language that it is friendly, like being “loose and wiggly with soft eyes,” Michaelis said. “Look for a dog that is looking to engage.” Perhaps your child already has a fear of dogs. It’s even more important, then, to set a good example when introducing your child to animals, which can help alleviate fears over time. “Parents need to reinforce the posi-

tive and be a mirror to their children,” said Sarah Hodgson, a Katonah-based dog trainer also known as the Dog Mommy. “Educate children that they communicate with their body language, not their voice.” And, she advises, expose fearful children to calmer, older dogs. Michaelis suggests finding a friend, neighbor or co-worker with a friendly dog and asking if your child could go for a walk with the two of them. If that goes well, perhaps they can go to a park or open fenced yard where the dog can run around. If the child isn’t yet comfortable giving the dog a treat from his or her hand, have him or her throw treats for the dog. “This empowers the child,” Michaelis said. “After a while, they think it’s fun to throw the treat. The child sees that they can control the dog. “Play,” she said, “resolves fear.” So can simply letting your children be around animals, even at a distance. “Kids can be desensitized with exposure,” said Mike Woltz, VMD, director of Central Animal Hospital in Scarsdale. “Take kids to zoos, nature centers, pet stores, especially places that allow kids to touch.”

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Whether or not children seem comfortable with animals, as Hodgson advised, parents should always teach their children the basics of interacting with pets, and they should emulate proper etiquette when they themselves engage with animals. One important tip Hodgson stresses: Parents should reinforce the positive when correcting children about their interactions with pets; for example, telling their children “gentle” instead of “don’t.” Other important basics: When meeting a new dog, offering a hand to sniff is appropriate, but should be done with a closed fist. Animals should be petted with flat hands that move from the head to the tail. Treats — always a good way to an animal’s heart — should be offered from flat, open palms. “Dogs work for food,” said Woltz. “Feed them and they shall come.” If you know you are ready to add a dog to your family pack, those with young children should consider adopting older, trained, shelter dogs, especially larger breeds, say the experts. “Havanese are amazing with kids,” said Woltz. “And Golden Retrievers. And Westies.”

Although adorable, small and seemingly the perfect size for your child, puppies can be overwhelming to young children. They jump. They nip. They teethe. And dogs that remain small even as they age (think Chihuahua or Jack Russell Terrier) also tend to be more nippy and less kid friendly. But each breed is, of course, different. “People sometimes spend more time choosing where to go out to dinner than picking out a dog,” lamented Woltz, who advises some serious research before jumping into pet ownership. “Parents also have to realize that they are going to be doing most of the work” taking care of the pet, and that, depending on the breed, the pet will likely still be living in the house when the children have left for college and careers. Pets, in return, teach beneficial life lessons to children. Children, even those who are very young, can certainly help to care for a pet, including feeding and grooming with parental supervision. They can also take more responsibility for pets other than dogs, like fish and guinea pigs, both of which Woltz highly recommends as great pets even for very young kids. “I think every kid should have something to care for,” said Klein of Furrylicious. “They learn to be responsible for another living thing and to be compassionate.” It’s important to pick the right pet for your family, and some clearly take more work than others. While Woltz advises that ferrets, gerbils and hamsters are not generally good pets for families with young children, cats, birds, turtles, rabbits, guinea pigs and fish can all make good family additions. Parents should, however, take the time to research what’s involved in care and li festyle requirements for any animal they are considering adding to their household. And while it’s important to pick the right pet for your family, for many, dogs clearly have the upper paw. Perhaps Klein summed it up best: “Dogs want to please you, make you happy and be your best friend,” she said.

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KIDS!

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OPEN HOUSE

summer 2016 CONTINUED FROM PAGE 3A

lifetime benefits, Linda Arpino, MA, RD, CDN, FAND reminds parents. Arpino is founder of Life Focus Nutrition in Stamford and Rye. She knows that incorporating new, healthy and manageable nutrition habits into our daily lives is possible and sustainable, because she has helped many individuals and families do just that throughout her career. Parents cannot change the fact that children are very willful creatures. They want to be in control of their own choices and experiences, just like we do. Using force or threats, restricting certain foods or using dessert as a reward can all backfire in a big way, developing lifetime connotations between vegetables and anger, sugar and love. Instead, start by creating the right nutrition environment at home and being a role model. Children may not like to

be told what to do but they love to mimic the adults in their lives. Fruits and vegetables should be eaten in abundance in front of children, while fast and processed foods should be kept to a bare minimum. Introduce new foods slowly in small amounts, and adults can lead the way by taking the first bite. Gradually initiating and modifying specific, realistic, attainable changes is the most effective strategy, said Cecilia DeMatteo, a nutritionist with Enhanced Health Care in Scarsdale and Greenwich. Stocking the refrigerator and cabinets with attractive healthy foods will make it far more likely that children who choose their own snacks will make good choices. If a Pop-Tart and an apple are side by side, let’s face it, the Pop-Tart is likely to win. Still, though, children do tend to align with what’s familiar in their worlds CONTINUED ON PAGE 18A

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KIDS!

MARCH 11, 2016

YOUNG AT ART

Appreciation & participation are key for little ones

ome area experts helped us out by addressing three questions: Why are the arts important? What is the benefit of early exposure? How can kids get involved?

Laura D’Amico

Owner of Mustard Seed Music Studio: Music, particularly singing, is universal. It plays a role in our daily lives, is an emotional outlet, can be a way of consolation and is, quite simply, fun! At its core, music is part of our very humanity. It is the desire to communicate both the playful and the profound and it doesn’t require musical ability or even a good voice — just participation. The years from birth through age 6 is the most crucial time to introduce making music with your child. We are born musical. Infants are masterful at vocalization from the moment they take their first breath. From the strong, lungs-full-of-air cry to the gentle and melodic “coo-ing” and “ahh-ing” young ones uninhibitedly use their voices for all to hear. Introducing music at an early age helps children develop their musical ear, voice, and sense of self-expression. It nurtures creativity and con-

fidence, and supports social, emotional, cognitive and physical development. Music is so much fun that it’s easy to forget how much learning is actually going on when singing, dancing and clapping with a child. That’s because music learning and early childhood go hand in hand. We are fortunate to live in a musicrich area — finding a music class for your infant, toddler and preschooler is easy in Westchester. There are so many wonderful music studios that offer parent-child classes where caregivers and their child make music together. Some studios also offer private instrumental instruction for children sometimes as young as age 4. When your child sees you enjoying music, chances are they are going to enjoy it as well. Unless we encourage children to sing and make music, once they reach adulthood they are too self-conscious.

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Helen Elliot

Head 3s teacher at Good Shepherd Early Childhood Center and director of RiverArts 33rd SummerArts for Kids: Young children learn differently than older children. They can’t learn on demand — they learn because they want to. Their play is meaningful, educational and motivated by discovery and plea-

sure in sensory experience. Through preschoolers’s manipulation of materials in painting, collage or clay, they acquire invaluable experiential knowledge through comparison, planning and problem solving. In music, improvised movement and rhythms introduce children to musical concepts. These experiences will strengthen the foundation for expressive language and quantitative thinking. Ultimately, early art and music experience are prerequisites for the acquisition of literacy, math and science. Children can be involved with music even before birth and in early childhood with eurhythmics-based music classes. The arts begin as soon as they can hold a chubby marker, imprint their hands in sand or learn simple songs. If children are exposed to open-ended art activities that have no right or wrong considerations, they can be allowed to draw their own conclusions with a variety of materials, tools and techniques. Parents can provide process-focused art activities where what a child makes is uniquely hers/his, and is not copied from a sample. Youngsters need to explore random outcomes and feel ownership. The theater of pretend play, dressing

up, singing and dancing are all ways for children to learn social skills, understand relationships, and express their feelings and ideas. For small children, as well as for people of any age, being in a safe environment to make art, music, dance and theater frees those aspects of ourselves that are waiting in the wings, joyfully out into the light.

Leah Henzler

(stage name Leah Lawrence), Founder of Bedford Drama House: Art brings meaning and inspiration to the way we experience the world around us. Children are naturally predisposed to the arts with their rich imaginations and love for storytelling. As a teaching artist, I offer drama classes that enable children to strengthen their performance skills and their ability to work collaboratively in a group. To quote Antonin Artaud, “The actor is the athlete of the heart,” and therefore learns to be vulnerable and authentic with fellow actors and in front of an audience. The benefit of exposing children to acting at a young age is the increased confidence they feel in expressing their own CONTINUED ON THE NEXT PAGE

MARCH 11, 2016 CONTINUED FROM THE PREVIOUS PAGE

unique voice and presenting it. In order to nurture creative and innovative minds, drama classes can provide the space for children to enter a state of play, the bedrock of the creative process. This is not competitive play to win but instead collaborative play to create. There are many wonderful theater programs in the Westchester area and New York City.

Jean Newton

Executive director of the Music Conservatory of Westchester: All children are little artists. From a very young age they love to sing, dance, draw and play-act. Even the earliest infant babble has a rhythmic, sing-song quality, as they practice syllables and learn to form words. As parents, our first job is simply to encourage and support their natural artistic inclinations. And because our children love to have our attention, it’s important that we take time to join in their creative fun. Shinichi Suzuki believed that all children are born with innate musical ability, and in our role as parents we can nurture this. Sing to your child and play recordings of a wide variety of music from classical to jazz to rock to pop to world music. Take your child to live music performances — especially children’s concerts where they can see, touch and hear different instruments. Sign up for parent-child music classes, which start as early as age 4 months. By age 4-5, your child may be ready for Suzuki-based instruction in violin, cello, guitar or piano (other instruments come later, starting at age 7 or 8). Bring-

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ing your child to a music school offers a wide range of musical opportunities, as well as a wonderful social environment, broadening his/her horizons (and yours) in a community of families who share a common interest. For young children, the creative arts are the entry point to learning. Many research studies have documented the benefits of music training starting at a young age: creativity, critical thinking, teamwork, self-confidence, self-expression and self-discipline, to name just a few. These are the characteristics that promote future academic and professional success. Early training also uncovers a child’s talents and may reveal the potential for a career path. But perhaps most importantly, music touches our hearts in a language beyond words, and offers something parents and children can share and enjoy. So, ready, set, play!

Meg Rodriguez

Executive director of The Rye Arts Center: The arts are essential to education. They teach us that practice makes perfect and that small differences can have large effects over time. The arts also train the mind to think creatively. In our modern world, creativity is more important than ever. Success requires a combination of skills and outside-the-box thinking. An important movement in education is STEAM, an acronym which integrates STEM (science, technology, engineering and mathematics) with the arts. Computer programming, engineering, robotics — these all require a great deal of creativity and design. There are classes CONTINUED ON PAGE 9A

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PAGE 8A | THE RECORD-REVIEW

KIDS!

MARCH 11, 2016

Passing on the collection gene to the kids BY TODD SLISS

’ve created two monsters. And I kinda love it. (Note: Wife not terribly thrilled at added clutter in house between their bedrooms and the playroom, while my stuff is not-so-neatly “hidden” in the basement.) My two sons are mini-collectors. They share one of their biggest loves with their dad — bobbleheads. They can’t get enough. They love going to baseball games — Mets, Cyclones, Boulders — walking through the gate and being handed a new bobble in a box. While they do like pretty much any kind of giveaway, bobbleheads are on the top of their list. I think kids are natural collectors. It just happens in fads with their toys. It was Angry Birds. Then Skylanders. Then Pokemon. Then Star Wars. Then Muppets. Then Marvel. Now a terrible thing called Yo-Kai Watch. Each period lasts two or three months and sometimes there is a return or an overlap, but my kids just can’t get enough. And that goes for action figures, games, DVDs, books — anything physical they can shove in a drawer, a shelf or a closet. Growing up for me it was baseball cards. I always liked Topps. I got into baseball and the Mets in 1985 when I was 8 years old and baseball cards in 1986, which was a good year for both cards and my Mets. Nothing was better than ripping open a wax pack or the slightly more expensive, but larger plastic pack of cards — we’re talking 99 cents — and looking for All-Stars and Mets and managers cards. Then at home I would sort them and re-sort them by team or card number. They’d go into plastic sheets in binders and then back out into boxes. And in and out. Back and forth. Learning from collecting is a very rewarding thing. I used to know everything about baseball because I would study the backs of those cards from the statistics to the

fun facts and quotes. I collected a little into high school, but it was a few years after college and with my discovery of eBay that I got back into it. What hurts is that with the card prices today, my kids can’t have this experience, though I do give them a team set each year. Fortunately they’ve found their own ways to have a hobby, as have other kids. Darren Scala of D. Thomas Fine Miniatures in Hastings-on-Hudson loves when kids get bitten by the collecting bug. He runs a retail store for collectibles and artisan dollhouses, also featuring do-it-yourself workshops and a gallery. “I think miniatures are great items for children in the 6-7-year-old age range to collect, which can also help educate,” Scala said. “My immediate thought takes me to the category of animal miniatures — tiny versions of animals you might find on a farm, or at a zoo or on a safari… or on Noah’s ark! Small-scale replicas of animals are perfect to help children classify different types of species, how they fit in different environments and how they may interact with one another. Plus, they’re

Above & Beyond

a heck of a lot of fun to look at, play with and pretend they make noises.” Mary Woods of Thistlewaithe Learning Center in South Salem uses collecting for educational purposes, too, through the three Cs: compare, contrast and categorize. “At the earliest ages, this process can expand vocabulary enormously,” Woods said. “Moreover, we also can see the children expand their thinking over the course of several weeks as they do this type of work. You’ll see that children are usually told something versus having the children share their findings with you. When you hand the reins over to the children, it is really a great thing to witness when they start to expand their thinking.” There are plenty of things in nature to be collected, like leaves for pressing or rocks for their different textures and shapes, which also gives kids a wonderful chance to explore the world around them. “You’ll ask about a leaf, ‘What do the veins in it remind you of?’ and the first responses, if any at all, will be literal,” Woods said. “‘The veins are lines.’ A few weeks later, a child might have a more descriptive and even lyrical approach: ‘The veins in the leaf remind me of little rivers.’ You can help children explore deeper by asking questions. ‘Why do you think that blue jay feather looks gray? Why does this acorn have a hole in it?’ Get their creativity sparked.” When a child is interested in something — and it’s not going to break his or her piggy band or destroy Mom and Dad’s credit — there is nothing greater than sharing their joy. “The other important thing is for the child to have an actual interest in what they are collecting,” Woods said. “Adults can impart their own interests on the child. It is great to let them embrace something that they want. If your child wants to gather seashells or stones when they go to the beach, let them!” And find room on the shelf with all the bobbleheads.

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MARCH 11, 2016

Young at art CONTINUED FROM PAGE 7A

which blur the line between the arts and the other core curriculum subjects. Children are engaged, working together and learning these often challenging topics through the lens of creativity. Beyond developing skills and different ways of learning, numerous studies have shown that arts education benefits the entire school culture. Increased involvement in the arts leads to children staying in school, succeeding in school and further along succeeding at work. The arts have been a part of every civilization in the history of this world. Quite simply, art is a part of what it means to be human. It has great intrinsic value in life (beauty, self-expression, introspection, etc.). As if that’s not enough, it helps to make us smarter and creates an enjoyable path to success in life.

Nancy Rothenberg

Owner of Studio B Dance Center: Of all the activities you can put a young child into, the performing arts is one of the best ways to help your child grow and develop. Dance, in particular, is an activity that can be started at a young age and will offer your child so many benefits including self-confidence, coordination, teamwork and discipline. Over the years, I have seen problem-solving become more relevant to the arts. Children working toward reaching a goal such as learning a challenging dance step or getting ready for a performance will more likely call on their problem-solving skill set to help them reach

KIDS!

their goal. The benefits of art appreciation, especially dance, can be seen at a young age. Toddlers bounce up and down and smile when they hear music. At an early age, music brings joy and verbal communication into a baby’s early childhood development. Studies have shown music and dance lessons help students learn and retain information better than nonparticipating children. Hand-eye coordination is also a benefit of both dance and music as well. Children 2 years of age or even younger can benefit from all the social and physical developments the arts have to offer. By using music or dance in an educational setting, children develop relationships with other children, learn to listen to and follow directions from adults (other than their parents) and start to gain independence by choosing activities that they truly enjoy. Health and locomotive skills are also important to a young child’s development. Dance lessons help children build strength, stamina and start them toward building a healthy lifestyle that includes physical and mental activity. There are many ways for a young child to get involved with the arts at an early age. Mommy and Me music or dance lessons provide social and physical activity. Checking out the local library or local theater might offer families a chance to expose their young children to the arts as well. There are many local children’s theater groups that offer shorter, age-appropriate shows. Taking your child out and exploring what holds their interest is the best way to see which art form will be best for them.

THE RECORD-REVIEW | PAGE 9A

Helping with homework The right amount of help to offer during homework time is a topic of uncertainty for many parents. How involved should you be? What types of issues should your child work on independently, and when should you step in to help? The short answer is that generally, your involvement in your child’s homework should be limited. The goals of homework, after all, are to enhance classroom learning and build a student’s independence and responsibility. However, there are appropriate ways to support your child that will further his or her learning. One of the easiest things you can do is ask your child questions that encourage problem-solving, reflection and critical thinking. Here are five questions parents can ask their children as they complete homework: • What’s on today’s homework to-do list? Children should start every homework session with a plan in front of them, complete with a list of assignments for each class or subject. • What is at the top and the bottom of the priority list? Even with a to-do list, some children need help prioritizing homework. You can help your child be more efficient by asking him or her to divide homework into three categories: items due the following day, items due this week and items coming up (i.e. an exam or big project). • Do you understand the assignment? It’s a good idea for parents to help children think through their assignments by

confirming that they are clear on what they are expected to do. • What do you need to understand or get “unstuck”? Teachers appreciate when children ask specific questions about a task or assignment, rather than make the nonspecific statement that they “don’t get it.” • How did you get to the answer? Parents can help their children reinforce their understanding of problems, concepts and assignments by having them explain the steps they took to come to a solution. Empower and encourage your child during homework time by asking the right questions, but remember to limit your assistance. Offering too many ideas or suggestions can rob your child of the opportunity to develop independence and grow as a student. Huntington Learning Center can put together an academic evaluation of your child’s strengths and weaknesses so you can begin to identify and address the issues that are getting in the way of his or her success. Huntington is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. Learn how Huntington can help at www. huntingtonhelps.com. For franchise opportunities visit www.huntingtonfranchise.com.

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KIDS!

MARCH 11, 2016

The kitchen rules for kids learning BY LAURIE SULLIVAN

a bowl. Keep in mind that cooking with kids is going to be messy, so relax and just go with it. For advice on how to make cooking and baking with kids the ultimate – and delicious – shared family experience, we talked to the pros for their top tips and recipes. Here’s what they had to say about how to give kids basic, lifelong skills they’ll take with them long after they’ve left the nest.

et into that kitchen, rattle those pots and pans…” or so that old rock song “Shake, Rattle and Roll” goes. But before you start cooking with your child it’s best to find an age-appropriate, kid-friendly recipe and make a list of any ingredients you don’t have. Then make a trip to the market with your child to pick up what you need. Read through the recipe, organize the ingredients and get out those measuring cups and spoons, bowls, whisks and wooden spoons, whatever equipment you’ll need so you’re completely organized. Get out those aprons, one for you and one for your child. Make sure you both wash your hands before you start and you’re ready to roll. For preschoolers there are so many lessons to be learned from cooking and baking: science, vocabulary, creativity and more. And best of all, the handson experience of helping in the kitchen is a great way to instill confidence. In addition, the quality time parents and kids share is priceless. Plus, the pleasure of sitting down at the table together to enjoy what you’ve whipped up can’t be beat. When cooking with kids be sure you’re not on a tight schedule so everyone is relaxed. With younger children choose a

Involve kids in the whole process

time when he or she is well rested so no one gets easily frustrated. According to kidshealthy.org, start with simple dishes with fewer than five ingredients so your child won’t have to wait while you handle a complicated step. The site recommends a salad or an easy muffin recipe for a starter recipe. You can also use premade pizza dough or pizza shells and organize a pizzamaking assembly line where kids can choose their own sauces, cheese and toppings as another kid-friendly way in

which children can participate. Learning to cook teaches little ones the fundamentals of math, science and nature while improving their hand-eye coordination and makes them attentive to reading and writing, according to allrecipes.com. Preparing food with kids gives them the opportunity to explore where food comes from and prepare foods in a healthy way. Plan in advance what tasks your child can do independently. Younger children can help you pour your ingredients into

Longtime children’s cooking teacher Judie Dweck recommends parents take kids along to shop for ingredients. “That’s kind of exciting for them to see the ingredients that go into food,” she said. Dweck, who teaches a weekly cooking class for kindergartners through secondgraders at Edgewood Elementary School in Scarsdale, stressed there should always be an adult in the kitchen with kids and they should be given a set of rules, including having girls pull back their hair. Kids are allowed to use a very blunt knife, but Dweck does it with them. She suggests kids help organize the cooking projects and help by taking out pots and pans and depending on their age, read the recipe with them. She introduces a recipe by saying, “We need,” which is the list of ingredients and, “We do,” CONTINUED ON THE NEXT PAGE

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MARCH 11, 2016 CONTINUED FROM THE PREVIOUS PAGE

which are the steps involved in making the recipe to simplify the process. Children can help with the mixing, emphasizing that it’s good to do as many things as possible by hand. Watching butter turn from a solid into a liquid when heated teaches them science. Cooking “teaches them all the things they’re learning in school,” Dweck noted. Another benefit of cooking is exposing kids to new foods and combinations. Dweck said when kids are helping with the preparation, “You’d be amazed that they’ll try things they’ve never eaten,” noting how important it is to try new things. In Dweck’s classes, the kids bring home ready-to-cook (or bake) food with recipes. If they come back and tell Dweck they didn’t like what they’ve made she tells them their taste changes every day and they might like it the next time. Asked if 2 years old was too young to help in the kitchen, she replied, “Not really,” because they can do “very, very simple things, with fewer jobs for them to do. They can put different toppings on pizza or sprinkles on cupcakes.” Many boys and girls have taken Dweck’s classes multiple times. Some have gone into the culinary field. “They’re much more savvy, more familiar than you’d expect … they watch cooking programs on TV,” Dweck said. She added, “By cooking something yourself, it gives them a sense of pride … real satisfaction.” The main ingredient is fun Kids are learning to cook in afterschool programs, at birthday parties and private parties at home virtually all over the county thanks to Kids Cookery, a cooking program owned and operated by Ester Sharpe, who employs eight instructors in addition to herself. Through the program, kids are learning cooking and baking skills, with the main ingredient being fun. Kids Cookery has given classes for the Girl Scouts at the community center in Ardsley; private parties in the Rivertowns; at nursery schools and the Little School, where the kids are 3 and 4; at Alcott Nursery School in Scarsdale and Ardsley; Greenacres and Fox Meadow schools; and schools in Rye, White Plains and Larchmont. After-school programs are for grades k-5.

KIDS!

Sharpe said classes last 45 minutes because of the average little one’s attention span. Each school has a different schedule, but each session runs between eight and 12 weeks with classes given once a week. Kids Cookery has done a four-week theme program. “When it is fall, we bring in the best fresh ingredients suitable to that time of year and make recipes that correlate to the season,” Sharpe said. “Now we’re doing Irish soda bread. We’ll be doing Mexican flatbread.” Kids are ready to cook at age 3 according to Sharpe because they are very curious and have an interest. They’re comfortable touching the ingredients, which they mix. Sharpe tells the kids there is no competition. She tells the kids that every child is making the same recipe and has the same amount of raisins, the same amount of ingredients. “I think it’s very important that there’s no competition. There’s no going first or last,” she said. Recipes have to be easy so kids don’t get frustrated. The children are always pleasantly surprised with the results and proud when they share the fruits of their labors with their families. Unlike other schools where there is no facility to cook (kids take home the uncooked or unbaked recipe to make at home), the kindergarten and first-grade classes at Fox Meadow School actually cook there and taste what they’ve made. Before each class the instructors identify each ingredient that the kids will be using. The following week the kids are asked how they liked what they made. Sharpe relayed that stories the kids tell “are so funny. Some kids will say their father ate all of it, etc. It’s a wonderful reward.” For safety’s sake, 3-year-olds are not allowed to handle knives, but rather break things into pieces, which also gives them a tactile experience. Sharpe said 3-yearolds are ready to learn to cook, noting they’re very curious. They teach the kids very basic good home comfort food recipes. Each child has the hands-on experience of making apple raisin muffin bars to bring home with the finished recipe and cooking/baking instructions. “It’s a shared experience for children,” Sharpe said. “It encourages them to make food they never ate before. It opens up new horizons for eating new foods.” Kids learn how to mix, measure, and

THE RECORD-REVIEW | PAGE 11A

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PAGE 12A | THE RECORD-REVIEW

KIDS!

MARCH 11, 2016

Let There Be Mess!

Do children need a little disorder? BY JENNIFER LEAVITT

hildren are such individuals, each with their very own set of quirks, traits, interests and talents. And yet almost all share a single striking talent in common: they can make a mess that puts a pigsty to shame and do so faster than a speeding tricycle. Their parents have something in common as well: a lacking enthusiasm for this particular talent. While it is always nice to keep our houses showroom presentable, children know something that many grownups have forgotten: making a down and dirty mess is both fun and educational. Life with children brings dirt-filled fingernails and mystery goo, rips, tears, spills and knots, new shapes, colors, and smells that we are pretty sure we’ve never encountered before. Later, adolescents bring their own brand of mess to the table. And it’s all good. Children don’t make messes simply because they are not yet trained other-

wise. They make them to learn and explore, create and experience, with sights, sounds and feelings aplenty. They make them to express themselves and to be independent. Few tykes can resist an interaction with puddles, leaves, twigs, shells, rocks or mud. These experiences teach them about science, math, weather, physics,

botany, chemistry, art, and even themselves. To a young child, the backyard is a playground to conquer, a frontier to discover and a country to found as he runs, climbs, searches, touches, smells, observes and creates. Moats can be crafted from rainwater and castles built of mud. Rocks become forts and leaves make the

most wonderful hair decorations. All the while, thousands of messages pass between neurons at synapses, wiring a child’s brain for tasks and challenges she will take on far in the future. Every time we interrupt this process or scold them for the mess, we unwittingly discourage CONTINUED ON THE NEXT PAGE

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this source of cognitive and emotional development. Inside, a child’s world of learning might continue with an impromptu kitchen experiment or art projects. Baking teaches measurement and math, planning and execution. In the well-stocked art nook, and with random materials made available from all over the house, a child can unleash creativity without restraint. (Because most adults aren’t quite ready to redecorate the entire house in nouveau paint splatter, it’s a great idea to find a dedicated spot for messiness and creativity, where spots and stains enhance the mood.) Can’t all this happen without the mess? Not really; at least not as well. A water table, sand box or color-by-number set may be perfectly acceptable playthings, but they create limits well beyond what children will find in a world that hasn’t been planned out just so for them. The real world has nooks and crannies. It has cobwebs. And it offers a concert of sensory experiences. Today’s research tells us that, when integrated, visual and auditory information make twice the impact and are critical to our ability to track moving objects or even walk and listen to music at the same time. Sensory integration, the neurological processing and merging of messages from the body, mind and environment, enhance learning as well as emotional regulation, development of daily life skills and appropriate behavior. With so many 21st century children in structured, organized and predictable en-

KIDS!

vironments, health professionals are seeing more cases than ever of sensory integration disorders. In fact, some modern occupational therapists who work with these children play “human sundae,” slathering themselves and each other with hot fudge, caramel, whipped cream and a wide variety of other substances, singing and screaming all the while. Yes, this is therapy. Benedikte Scheiby, a creative art therapist in Hastings, has long touted the incredible importance of bringing visual, auditory, and tactile learning to students, whether naturally or through formal education. People of all ages are far more likely to adapt in every way, assimilate, remember and function, when there is a strong sensory component to that learning. Stephanie Scanlon, director at St. Matthew’s School, has seen how important it is to let children explore. She believes in nurturing creativity in an environment that is safe to explore for children, “attending to both minds and hearts.” Even having a messy room may hold more value than parents could ever imagine. If children are taught to clean up after their messes in shared spaces (after activities are complete) and are responsible with age-appropriate chores and responsibilities, allowing some mess in their personal spaces gives them a sense of autonomy and empowerment. It allows them the joy of choice. Orderliness can be a virtue, but the world is far less orderly than man has ever been. Perhaps our mission as humans is to make sense and order out of our crazy world. After all, as someone wise once said, “All great changes are preceded by chaos.”

THE RECORD-REVIEW | PAGE 13A

St. Matthew’s School A Pre-School Offering Excellence and

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A Pre-School Offering Excellence and Programs available for 2, 3, and 4 year olds Enrichment for Early Learners Programs available for 2, 3, and 4 year olds

The school is located on the grounds of the historic St. Matthew's Church and enjoys the use of its beautiful property and woodlands.

The school is located on the grounds of the historic

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KIDS!

PAGE 14A | THE RECORD-REVIEW

Kids in the kitchen CONTINUED FROM PAGE 11A

use measuring cups and measuring spoons, rolling pins, whisks, all of which are child-safe utensils. They use a childsafe chopper, which instructors help them with. Kids are encouraged to learn to measure because it teaches math. “They’re excited when they see a whole piece and then see it in pieces,” Sharpe said. The program emphasizes the importance of following instructions. After they make a recipe, they can be creative and do variations, try new things. Some kids will try a little bit of something they’ve made where they wouldn’t have done so at home. Kids will sometimes say they don’t like spinach so Sharpe has them put in half the amount of spinach for a spinach bread recipe and tells them someone in their family will like it. Other foods they’ve made include zucchini cinnamon bars, my first lasagna, spinach cups or bread and applesauce raisin muffins which they love, according to Sharpe. Homemade soft pretzels are also a big hit. They balance sweet recipes like oatmeal cookies and brownies with fresh healthy food. At the end of a session the kids are given a cookbook with printed recipes and cooking directions of all the recipes they have made. Among the many skills the kids learn is how to crack an egg, about which Sharpe said, “Nothing gives them more satisfaction.” Kids Cookery runs classes in summer camps where they cook every day on the

premises and kids make an edible carrot garden. The best part of cooking and baking according to Sharpe? “It brings people together.” Doing it themselves

At the beginning of the school year, Pound Ridge Montessori students ages 2-5 learn to take care of themselves in the kitchen, according to director and teacher Grainne Belloti. The students are taught how to pour water accurately without spilling. At snack time they serve and clean up after themselves. Belloti stressed the kids are taught to take care of themselves, including

MARCH 11, 2016

helping themselves to whatever seasonal snacks are in the room, including clementines. Manners are stressed, with students serving others before they serve themselves. The older kids help the younger ones. “Every week of the year there’s a child who is responsible for snack,” Belloti said. “They go to the store with a parent. We always have applesauce and cheese, always healthy.” One of the kids’s favorite activities is making butter, even though it’s simple. Belloti said they love doing it “because it’s such a transformation.” It’s also like a science event. The school has a mini oven and a hot plate, so everything they need is in school, including a refrigerator. Some recipes the kids have made include muffins, vegetable soup and applesauce. In May, Belloti said they have an outdoor event with kids making their own juice that they turn into ice pops by freezing the juice. In the spring, the students have a garden where they plant seeds and learn where food comes from. “They learn confidence,” Belloti said. A few times a year they make food for big events, including Thanksgiving. For Valentine’s Day, the children made chocolate hearts, which they take home. Other recipes they enjoy in school. Belloti said what the kids make has changed over the past 46 years the school has existed, but cooking has always been a part of it. They learn to use a dustpan as part of cleanup. “They love that,” Belloti said. “Whenever there’s a spill, everyone comes running.”

Pound Ridge Montessori Apple Sauce Ingredients: • 6 pounds mixed apple varieties (we use Granny Smith), peeled, cored and chopped into small pieces (by children) • 1 cup apple juice or water (we use water) • juice of 1/2 lemon • 1/2 cup light brown sugar • 1 teaspoon cinnamon (we don’t add) Directions: Keep chopped pieces of apple in cold water before cooking. Throw the apples, apple juice or water and lemon juice into a pan and bring it to a boil over medium-high heat. Lower the heat and simmer until the apples are soft, about 15-30 minutes. Stir through the sugar and mix until melted. Add the cinnamon and stir through. If not using right away, leave to cool and then refrigerate. We serve it cold. Kids love it!

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KIDS!

THE RECORD-REVIEW | PAGE 15A

Be prepared for anything with your young ones IN CASE OF EMERGENCY BY ANTHONY R. MANCINI

any parents would consider a serious injury, illness or other emergency happening to their young child the unimaginable. Despite the subject matter being unpleasant to many, doctors recommend parents or expecting couples learn prevention tips and learn how to deal with these emergencies, to either keep emergencies from happening at all or prevent them from becoming worse. It is recommended for an expecting couple to consult with their child’s future physician in advance to talk about child heath and safety. Dr Peter Richel, chief of pediatrics at Northern Westchester Hospital in Mount Kisco, said throughout the course of a child’s early stages and before they are born, parents are briefed what they can do to make their children’s lives safer. “At those well-child visits, not only do we examine, we go over growth, we go over development and then there’s anticipatory guidance,” Richel said. “It’s, of course, promoting safety and

injury prevention.” For instance, Richel said harm prevention can take many forms, such as having a correct car seat that adheres to safety standards, or gating off areas of the home where a child could fall. Parents are also encouraged to take infant CPR courses. They are encouraged to give their children protective equipment such as helmets, knee pads and elbow pads when old enough to ride a bike, scooter or skateboard. It is also recommended to use mouth guards when children begin to play sports and that boys use athletic cups. “Helmets protect the brain, so things like that, pads in the elbows, pads in the knees, all of these are worthwhile investments,” Richel said. “Yes, there is an expense, but what’s more precious to us than our children and keeping them safe.” Richel gave one example of when an infant is sleeping in its crib. He recommended having no small toys in the crib that could pose a suffocation risk. He also recommends not allowing children to sleep on their stomachs, but to sleep on their backs instead. This is thought of

as a way to prevent sudden infant death syndrome. Secondhand smoke is another factor to avoid around infants, as studies have shown that this might be an increased factor in increased sudden infant death syndrome rates. Although prevention techniques can certainly help reduce exposing a child to harm, sometimes an emergency will slip through the cracks and parents must know what to do to keep a dire situation from becoming worse.

Cuts Dr. James Dwyer, the chief of emergency services at Northern Westchester Hospital, gave recommendations for common emergencies when children are involved. If a child suffers from a bad cut and it is actively bleeding, Dwyer said to apply direct pressure with a clean towel or gauze for several minutes until the bleedCONTINUED ON PAGE 16A

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PAGE 16A | THE RECORD-REVIEW

Emergency CONTINUED FROM PAGE 15A

ing stops. Raising the cut area above the level of the heart often helps stop the bleeding. If blood is spurting from the wound or the bleeding is brisk and does not stop after several minutes of direct pressure, 911 should be called. When the bleeding has stopped or is minimal, the wound needs to be cleaned. Dwyer said cleaning a wound with soap and water, along with several minutes of copious irrigation of the wound with tap water, will go a long way to prevent infection. After cleaning, Dwyer said to cover the wound with a dry sterile dressing, such as an adhesive bandage or gauze. An antibiotic ointment such as bacitracin can be applied to superficial wounds. Deep cuts or cuts with separation of the wound edges may require repair. “When in doubt, have the wound evaluated by a medical professional,” Dwyer said. “Most urgent care centers will treat simple lacerations, however, more complex lacerations are best treated in an emergency department.” If a child has been keeping up with pediatrician visits, then they most likely would not need a tetanus booster, as immunization to tetanus is part of a child’s regular course of inoculations, according to Dwyer. Bruises Another common injury is bruising, which is essentially bleeding underneath the skin. Dwyer said it is very common for children to receive an occasional

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bruise and they might not remember how they had gotten them. However, he said, there are extraordinary cases. “Frequent bruising that occurs on other parts of the body without a history of injury should prompt a visit to the pediatrician,” he said. “Bruising can be a sign of a medical problem or child abuse. If a bruise is especially painful, consideration should be given to the possibility of a broken bone or other more serious injuries.” Breaks Broken bones are another common injury children might suffer. Dwyer said if a broken bone is suspected, a doctor would need to set the bone in place. In more extreme circumstances, such as if a bone is piercing the skin or if there is an obvious deformity to a limb, surgery may be required. “If a child has significant pain or tenderness over a bone or joint after a fall or injury, or is unable to walk or bear weight, they should be evaluated by a medical professional,” he said. “X-ray studies may be indicated to determine if there is a fracture. If a child has an obvious deformity to one of their limbs after a fall or injury or has a bone protruding from the skin, they should be taken to the emergency department immediately for evaluation.” Head injuries Kids can suffer head injuries, too, although it might be hard to tell if they received a bump on the head or something more serious, such as a concussion. Dwyer said to watch out for telltale symptoms such as vomiting, loss of con-

sciousness, confusion, lethargy, change in vision, unsteady on feet, difficulty walking, large bump on head, sleeping and unable to wake up, repetitive questioning or a severe mechanism of injury. “If a child has no symptoms after a minor head injury and is acting normally, they can usually be watched closely at home,” Dwyer said. “I would encourage parents to call their pediatricians if they have any questions. Signs and symptoms of concussion can be delayed, so follow-up with your pediatrician for reevaluation is indicated.”

MARCH 11, 2016 buy fireproof clothing for their children. There have been concerns in the medical community from harm caused by the chemical tris, which is a common fireproofing agent. He recommends clothing with a sun protection factor to prevent sunburn and lessen the risk of skin cancer later in life, especially for families that do a lot of traveling. He also recommends the use of sunscreen and bug repellant that is skin-safe, to prevent mosquito-borne illness. He said more heavy-duty insect repellants containing DEET could be used on clothing.

Burns

Electric shock

Regarding burns, Dwyer said superficial burns, which are characterized by redness and pain, can be treated with soap and water. More serious burns, called partial thickness burns, have blistering in addition to redness and pain. These can also be treated by washing with soap and water and taking ibuprofen. Bacitracin ointment should be placed on the burned area and a sterile dressing applied. He said these burns require follow-up by the child’s pediatrician. More serious burns need immediate attention. “Partial thickness burns to the head, face, ears, hands and genitals should be evaluated urgently in an emergency department,” Dwyer said. “Full thickness burns are characterized by charred or white skin, exposed fat, bone, muscle or tendon. Call 911 for these burns. Burns to the mouth or airway passages can be extremely serious and require urgent evaluation in an emergency department.” Richel does not recommend parents

Electric shock can also pose a hazard to children. Richel recommends electric outlet covers, as toddlers can become curious very early on. “You don’t want them finding a bobby pin and putting it in the hole, because they love to put stuff in the holes,” he said. “At 6 to 9 months, they begin to crawl and get real inquisitive.” Dwyer said for high-voltage electric shocks that might be received from a downed electrical wire or lightning strike, call 911 immediately. Low-voltage electrical shocks, such as those received from household current flowing through electrical cords, appliances and outlets, should also receive attention from a doctor. “Call the doctor or go to the emergency department for burns to the skin, any period of unresponsiveness, numbness, tingling, paralysis, vision, hearing or speech problems or any other concerning symptoms,” he said. CONTINUED ON THE NEXT PAGE

MARCH 11, 2016 CONTINUED FROM THE PREVIOUS PAGE

Poisons Household chemicals or medications can pose a severe risk for children if ingested. Dwyer recommends calling Poison Control immediately at 800-2221222 and having the substance on hand to be able to answer questions about it. He said if the child is unstable, having difficulty breathing, is unresponsive or having severe symptoms, call 911. For household chemical exposure to the skin or eyes, copious irrigation for at least five minutes with tap water is recommended before a call to Poison Control is made. Sometimes bottles of household chemicals might have instructions on what to do if the skin or eye is exposed to them or if they are swallowed. Dr. Dwyer said, however, that instructions on the chemical’s label might not always be the best advice. “The first thing to do is to get on the horn with poison control because sometimes nothing is indicated,” Dwyer said. “Sometimes it’s bad to do certain things. Usually, we’re not inducing vomiting. With a lot of these ingestions, you’ll be surprised that Poison Control does not send them to the emergency department. They’re able to, based on the bottle of the substance and just from interrogating the parents, determine that it’s not the situation that warrants going to an emergency department, so it’s actually very useful for parents to call that first as long as the kid is stable.” Richel said to keep chemicals and medications in locking cabinets and to keep them up high if possible. He said to not let children play with bottles of

KIDS!

chemicals or medication, even if they are “childproof.” Fever Dwyer said fever is very common in children and is most often caused by the body’s natural response to fighting infection. Most fevers can be treated with acetaminophen or ibuprofen. However, he said, there are certain circumstances where a fever may indicate serious illness. “Any fever of 100.4 or greater in a child less than 2 months of age requires urgent evaluation by a pediatrician or emergency physician,” he sawid. “The initial evaluation most often takes place in the emergency department. It can be extensive and include admission to the hospital for observation and antibiotic therapy. Current standards of practice dictate that all infants 28 days or less with fever be admitted to the hospital and placed on antibiotics until cultures are negative and the child is deemed well.” Fever in a child between 2 to 3 months of age should prompt a call to the pediatrician, which might also require evaluation in an emergency department. He said older children who have fever and are lethargic, ill-appearing, complaining of headache, neck pain, stiff neck, trouble breathing, abdominal pain or painful urination should be evaluated urgently in the emergency department. Choking Choking happens to many children and techniques are different for when CONTINUED ON PAGE 19A

THE RECORD-REVIEW | PAGE 17A

Kids in cars: prevent a tragedy Here’s an important fact for anyone who ever drives with children: When it’s hot outside — and sometimes even when it’s not so hot — the temperature inside a parked car can rise to fatal heatstroke levels within minutes, even if the windows are partially open. It’s heartbreaking and it can happen even to the best of parents. In fact, dozens of children will die in hot parked cars this year because a busy parent or caregiver forgot them or mistakenly thought the child was with someone else. In other cases, unattended children die of heatstroke after gaining access to cars that were left unlocked. What to do To help prevent a tragedy, experts at the International Parking Institute, the largest association of parking professionals, offer this safety advice: 1) Never leave your child in a parked car. Never. Not even for a minute. 2) Call 911 if you see a child alone in a car. Every minute counts. 3) Never leave your car without checking the backseat. Put your wallet or phone in back as a reminder. If your child is still in a car seat, put a stuffed toy on it when you take the child out. When the safety seat is occupied, keep the toy up front as a visual reminder. You may also want to get into the habit of always opening

Sokolova Maryna/Shutterstock

Never leave a child in a parked car. Children can die of heatstroke within minutes.

the back door of your car when you park it, before you lock up. 4) Arrange for your child care provider to call if your child doesn’t arrive on time. 5) If your child is missing, check the car and trunk of the car immediately. If you — or the neighbors — have a pool, check that, too. 6) Always lock your car, even in the garage or driveway. 7) Teach your children that vehicles are never to be used as play areas. 8) Keep car keys and remote control devices where children can’t get them. You can find further facts and stats online at parking.org/safety. — NAPS

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in time. Repetition and frequency make it stick. Repetition doesn’t have to simulate military training. Families can have a lot of fun with healthy, versatile eating. Let kids cut up their own vegetables with small cookie cutters (or vegetable molds, found as “bento box accessories”). The more colorful the variety, the better. Offer to pair these munchies with their favorite dressing or dip in small quantities. Other activities could include blindfolded smell and taste tests, describe-that-food contests (Crunchy? Salty? Sweet?), sorting foods by color, shape or size, and making recipes together. Children enjoy feeling grown up and appreciated. Ask for their help in selecting fruits, vegetables and other healthy options. They are far more likely to try new foods when they have been given some level of choice. Being creative and inventive can also ease children into trying new things. Who can resist a smiley face pancake, even if it is made with buckwheat and blueberries? Sneaking a few healthy tidbits into their least unhealthy current favorites is another tried and true tactic. Throw some minced peppers and carrots into tomato sauce, or apple bits into a bowl of cereal. Often times, the smaller the newly introduced ingredient is, the more acceptable it will be (and the harder to pick out). While no one should starve a child for punishment, sympathetically explain-

ing that this is the evening’s offering and that no other choices exist may be reasonable, especially when the child has eaten other food throughout the day. An alternative could be to have a stand-in plan for all uneaten meals, one a child can handle, but not a top favorite. Apple or banana slices with peanut butter? A hard boiled egg and pickles? No parent should be doubling as a short order cook. While routine is often touted as the key to success, flexibility is also important. Some children are more responsive to suggestions in the morning, others in the evening. Children have different levels of appetite. Parents can prioritize their battles and tackle one at a time. If healthier eating is the top priority and a major challenge, it might help to start with a focus on diet alone, leaving schedules, setting and manners for a later phase (within reason). Settings and schedules are important as well. Clinical nutritionist Kathleen Schoen of Katonah believes that our always-rushing and distracted society has led to overeating and mindless eating. We can scarf down a bag of candy or chips without even remembering the experience, how they tasted, their textures. Schoen advocates mindful eating. Taking time to sit down at an uncluttered table, have a family conversation and ban media (even the good old-fashioned printed word), can go a long way toward developing a greater appreciation for food and more open mindedness. It may not be easy to improve nutrition for picky eaters, but it’s definitely possible. And more importantly, so very valuable.

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Emergency CONTINUED FROM PAGE 17A

they are infants or young children. Dwyer said a child should first be observed to see if he or she is coughing and breathing on their own before action is taken. “If a child begins to choke on their food or an ingested object, watch the child for a few moments,” he said. “If they are coughing and breathing, continue to watch them closely and provide encouragement and reassurance. They will most likely clear the food or foreign body on their own.” However, if a child is not able to speak or breathe, is making high pitched sounds when breathing or is turning blue, then the child needs immediate assistance. Parents should take the time to get certified in infant and child CPR and First Aid to know how to and when/if to administer back blows, chest thrusts, the Heimlich maneuver or a finger sweep. “Look in the mouth and see if there’s anything, if there’s something visible in the mouth, so you can do a finger sweep,” he said. “If you don’t see anything, they don’t recommend the finger sweep. Sometimes what happens is they try to sweep the something in the back and they can actually push it down further.” And don’t forget to call 911 if no one on the scene is trained. Infants typically start eating table food at 9 months old, according to Richel. However, he recommends food be minced or mashed and individual pieces be soft and no larger than a Cheerio.

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He said something hard, like a peanut, would not be recommended. Food such as grapes or pieces of hot dogs are the size and shape where they could easily become lodged in an airway. Asthma/allergies An asthma attack is characterized by wheezing, difficulty breathing and coughing, and might be caused by smoke, fumes, an allergic exposure, exercise or extreme temperature, Dwyer said. The patient should be treated with his/ her asthma rescue inhaler. If the child does not have a rescue inhaler, the patient needs to go to the emergency room. “If symptoms resolve with the rescue inhaler, call your pediatrician and schedule a follow-up appointment,” Dwyer said. “Call 911 for any person in significant distress, especially if they are having trouble speaking or are turning blue.” Dwyer said with allergies, a parent should look for symptoms such as wheezing if they’re not able to speak or there is swelling of the throat, tongue and/or lips. He said this could be a sign of anaphylaxis, which could be deadly, and would require medical attention beyond what a localized allergic reaction would require. Richel recommends keeping liquid Benadryl or a similar antihistamine on hand to lessen allergic symptoms if they appear. He said most parents would not be expected to keep an EpiPen on hand for allergic reactions. But the bottom line is to always be prepared — anything can (and will) happen when it comes to children.

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MARCH 11, 2016

The Record-Review 2016

PRESCHOOL GUIDE Bet Torah Nursery School

Early Childhood Center At Temple Shaaray Tefila

60 SMITH AVE. MOUNT KISCO, NY 10549 (914) 666-7595 bettorah.org mcitera@bettorah.org Mindy Citera, Director

89 BALDWIN RD. BEDFORD CORNERS, NY 10509 (914) 666-3188 shaaraytefila.org frankel@templest.org Debra Frankel, Director

Philosophy: Bet Torah Nursery School

seeks to enhance the total development of each child socially, emotionally, physically and cognitively through a child-centered curriculum with an emphasis on Jewish values. The goal is to provide interactive experiences that stimulate a child’s learning ability, while providing a safe, tender and caring environment that encourages a child to explore. Bet Torah aims to build a partnership between home and school in order to foster the well-being of each child. All activities are designed to be developmentally and individually appropriate. Enrollment: 100 children Student-teacher ratio: 2s, 4:1; 3s and 4s, 6:1 Calendar: September 2016-June 2017 Hours: 9:15 a.m.-noon, with after-school enrichment until 2:30 p.m. Fees: Vary. From two to five days $3,9997,860, with discounts for synagogue members. Special programs: Summer camp programs (Camp Keshet and Camp Katan), a toddler separation class (Kitah Katan) and parenting programs.

Boys & Girls Clubs Of Northern Westchester 351 MAIN ST. MOUNT KISCO, NY 10549 (914) 666-8069 bostrye@bgcnw.com Elizabeth Ostrye, Childcare Director Philosophy: The Boys & Girls Club of

Northern Westchester’s Childcare Center is an educational and fun preschool, serving the community for over 40 years. The center follows the Creative Curriculum and believes that early childhood should be a time of fun, warmth, security, exploration and discovery. Preschool children are creative and receptive and the staff strives to nurture and encourage these qualities. Our purpose is to provide an atmosphere that encourages social, emotional, physical and intellectual growth through developmentally appropriate practices. Program includes snack and lunch, lovingly prepared each day by the team from Mount Kisco favorite Ladle of Love. Enrollment: 44 children Student-teacher ratio: 3s, 6:1; 4s, 7:1 Calendar: September through August, three, four or five days per week Hours: Options from 7 a.m. to 6 p.m. Fees: Call for information or to schedule a tour.

Philosophy: The ECC at Shaaray Te-

Special programs: Math, literacy, swim-

ming, physical education, music, art, theatre, nutrition and gardening and science Other: Licensed by the NYS Office of Children and Family Services

Country Kids Schoolhouse 1 COUNTRY KIDS LANE BEDFORD, NY 10506 (914) 234-0590 Countrykidsschoolhouse.com e.aguzzi.cks@gmail.com Ester Aguzzi, Director Philosophy: Country Kids Schoolhouse offers a rich, stimulating and fun environment for children. Whether enrolled in preschool, day care or before/after-school care, there are activities for your child that will promote curiosity, foster learning and keep your son or daughter engaged. Nutritious home-cooked meals, multiple learning centers and daily Spanish lessons are part of a wholesome, multicultural atmosphere that encourages inclusiveness, friendship and sharing. The mission is to provide parents with peace of mind about their child’s educational and emotional development by creating a nurturing and loving home environment where learning is fun, hands-on and educational. Enrollment: 12 in 3s and 4s classroom; 12 in 2s and 3s classroom; 6 in 2s classroom Student-teacher ratio: 5:1 Calendar: Full-year program Hours: Full-time and part-time hours available between 7 a.m.-6 p.m. Fees: Available upon request Special programs: Music, art, science, cooking, multicultural studies, Spanish, animal husbandry and summer camp Other: Licensed by the NYS Office of Children and Family Services and member of NAFCC, Child Care Council of Westchester and NAEYC.

The Early Childhood Center AT CONGREGATION SHIR SHALOM OF WESTCHESTER AND FAIRFIELD COUNTY 46 PEACEABLE ST. RIDGEFIELD, CT 06877 (20) 438-6589 jewishfamilycongregation.org jweilemmer@gmail.com Jane Weil Emmer, Director Philosophy: The Early Childhood Center

is a warm, inclusive community school in beautiful surroundings. ECC helps each child develop his or her intellectual, emotional, physical and creative self through a nurturing and stimulating environment. The program helps children achieve a love of learning through hands-on play and interaction with children and professional teachers. The curriculum delves into interest areas using language, literacy, science and math materials, creative arts and cooking. The beautiful varied outdoor space offers many opportunities for riding bikes, climbing, running and exploring. Jewish culture is enjoyed while celebrating Shabbat and Jewish holidays through stories, songs, art and foods. Enrollment: 30 children ages 2-5 and parenting center for ages 12 months-2 years with parent or caregiver Student-teacher ratio: 2s, 4:1; 3s and 4s, 6:1 Calendar: September-early June Hours: 9:15 a.m.-noon; 2s, two- and threeday programs; 3s and 4s; extended pre-k program available Monday and Wednesday until 2:30 p.m. Special programs: Temple professional staff participates in programs, particularly holiday celebrations. Enrichment specialists include music, nature, yoga and trips. Lunch Bunch afternoon enrichment available. Summer Fun Program, a six-week outdoor experience for 2-5-year-olds, runs from JulyAugust, from 9:30 a.m.-12:15 p.m.

fila embraces individuality and helps lead children on the magical journey of growth with respect towards personal development, while regularly infusing Jewish values and traditions into classroom life. ECC provides a developmentally appropriate hands-on environment for every child. The teachers encourage independence, self-confidence and success in a nurturing environment while being ever-mindful of the developmental milestones of young children and kindergarten readiness. ECC believes child development happens best in a supportive, safe and nurturing environment. Enrollment: 60 children ages 2-5 Student-teacher ratio: 2s, 4:1; 3s, 6:1; 4s, 7:1 Calendar: September-June (parallels Bedford School District calendar) Hours: 3s and 4s: Monday-Friday, 9:15 a.m.noon; 2s: three days, Monday, Wednesday, Friday, or five days, 9:15-11:30 a.m.; 3s and 4s extended day: Monday-Thursday, noon-2 p.m.; Mommy and Me Wednesdays, 9:3010:30 a.m. Special programs: Nature, music, yoga, sign language, physical education. During extended day we offer enrichment programs with yoga, science, music, arts and crafts. Other: Parenting Center for children ages birth to 30 months, Mommy and Me programs, large playground, children’s organic garden, social action program.

Katonah Playcare Early Learning Center 44 EDGEMONT ROAD KATONAH, NY 10536 (914) 232-7825 katonahplaycare.com kpcelc@aol.com Louise Cameron and Gail Porter, Directors Philosophy: At Katonah Playcare Early

Learning Center, the emphasis is on a blend of academic and social activities aimed at developing the whole child. In a warm, nurturing, developmentally appropriate environment, teaching scaffolds upon each child’s abilities, with the goal being kindergarten readiness. Enrollment: Call for info Student-teacher ratio: 2s, 2:11/12; 3s, 2:13/14; 4s, 1:9 Calendar: September-June (summer proCONTINUED ON THE NEXT PAGE

MARCH 11, 2016

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THE RECORD-REVIEW | PAGE 21A

The Record-Review 2016 s PRESCHOOL GUIDE CONTINUED FROM THE PREVIOUS PAGE

gram available for registered children) Hours: 2s, 9-11:30 a.m.; 3s, 9:15-11:45 a.m.; 4s, 9 a.m.-noon Fees: Two-day, $3,100; three-day, $4,300; four-day, $5,100; five-day, $5,700. Special programs: Music/movement, science/nature, yoga Other: Optional day programs in 2s and 3s are offered. Extended day/lunch bunch program offered in the building.

Katonah Village Kids 31 BEDFORD ROAD KATONAH, NY 10536 (914) 232-5903 Katonahvillagekids@gmail.com Erika Glick, Director Philosophy: The purpose of the school is

to provide an educational experience in a healthy, happy atmosphere where children are encouraged to develop physical, social/ emotional, language, cognitive and self-help skills. Through play, children develop confidence and the ability to relate to others with cooperation and acceptance. Enrollment: 80 children, 2-5 years old Student-teacher ratio: 7:1; 2s, 5:1 Calendar: September through June; same as area schools regarding vacations Hours: 9-11:30 a.m., 12:30-3 p.m.; extended day, 9 a.m.-3 p.m., 10:30 a.m.-3 p.m. Fees: Five days, $5,000; three days, $3,800; two days, $2,600; 2s and extended day prices upon request Special programs: Lunch Bunch for 3- and 4-year-old children extends the session by two hours. Special classes include science/nature, art and literature, music and movement, yoga, cooking, sports games and tae kwon do. Before- and after-school care for preschoolers and ages 5-12. Other: NAEYC accredited and licensed by the NYSOCFS.

Landmark Preschool 223 WEST MOUNTAIN ROAD RIDGEFIELD, CT 06877 (203) 894-1800 BEDFORD LOCATION AT BEDFORD PRESBYTERIAN CHURCH landmarkpreschool.org Alison O’Callaghan, Head of Preschool David Suter, Director of Enrollment Philosophy: Landmark’s mission is to provide

a balanced program that combines an engaging, age-appropriate introduction to academics with plenty of opportunities to socialize, explore, create and play. Our goal is to encourage young children to explore, discover and enjoy new challenges. Children are curious, capable and ready to learn at an early age. A balanced program inspires children of all levels by enhancing their social-emotional, intellectual and physical development. Landmark is dedicated to helping each child discover his or her intrinsic talents in a stimulating, nurturing and creative environment. Enrollment: 50 children Student-teacher ratio: 2s, 4:1; 3s and 4s,

6:1

Robyn Santagata, Director

Calendar: September through June Hours: 8:30 a.m.-2 p.m. Fees: Vary by program Special programs: French instruction, mu-

Philosophy: The Mead School is a play-

sic, movement, art, drama, science, kitchen lab. Hatch SmartBoard technology in all preschool classrooms. Other: Four campuses: Redding, Ridgefield and Westport, Conn., and Bedford, NY. Accredited by Connecticut Association of Independent Schools (CAIS), National Association of Independent Schools (NAIS).

The Long Ridge School 478 ERSKINE ROAD STAMFORD, CT 06903 (203) 322-7693 Longridgeschool.org Philosophy: Founded in 1938, The Long Ridge

School is an independent preschool through elementary school serving children 2 years old through Grade 5 in North Stamford. The Long Ridge School is a diverse community where children experience the joy of learning in small groups taught by experienced, caring teachers. The curriculum provides challenging, themebased, hands-on learning experiences. The program includes classes in science, art, music, physical education and Spanish. Children are respected as individuals with innate curiosity and valued for their uniqueness, ideas and talents. Transportation for Stamford and New York residents (within 15 miles). Student-teacher ratio: Beginners (2s), 4:1; Nursery (3s and 4s), 8:1 Calendar: September through June Hours: Beginners: two or three mornings per week. Nursery: five mornings per week. Beforeand after-school care options. Fees: Vary according to program Special programs: Classes in Spanish, art, music, physical education and library Other: Accredited by the Connecticut Association of Independent Schools.

The Mead School 1095 RIVERBANK ROAD STAMFORD, CT 06903 (203) 595-9500 meadschool.org robyn_santagata@meadschool.org

based, hands-on, socially interactive learning environment. The preschool and prekindergarten classrooms are designed to link both social/emotional competency and early academic learning. The architecture and interior design reflect an openness that encourages exploration and discovery. Spacious classrooms and engaging materials evolve with the children, supporting optimum growth and development every step of the way. Carefully planned classrooms are tailored to meet both individual and group needs. They provide a variety of materials for different skill levels, so that curriculum is accessible to all and all learners can meet with success. Student-teacher ratio: Varies according to program Calendar: September through June with options to extend into July and/or August Hours: Full day (9 a.m.-3 p.m.) and extended day (6:15 a.m.-6 p.m.) enrollment options. Consult for programs to best fit your needs. Fees: Vary according to program. Details available upon request. Special programs: In addition to our exceptional classroom teachers, students have the opportunity to collaborate with specialists in music, gym, movement, drama and Spanish on a weekly basis. Our students also participate actively in our organic gardening program.

Mount Kisco Child Care Center 95 RADIO CIRCLE MOUNT KISCO, NY 10549 (914) 241-2135 mkccc.org Dawn Meyerski, Executive Director Philosophy: Since 1971, every child knows

he or she is valuable at Mount Kisco Child Care Center (MKCCC). Experienced teachers provide the support and caring that allows this diverse community of children to reach their potential. Children are given the freedom to explore carefully planned environments that maximize learning. Trusting relationships between children and adults are the key to success. Each child feels safe to develop interests and abilities while appreciating and respecting his/her friends.

At MKCCC, your child will have a stimulating experience that will prepare him/her for kindergarten. Visit the center and see for yourself why MKCCC is considered an outstanding place for children to learn and grow. Enrollment: Call the director Student-teacher ratio: Exceeds New York State licensing requirements Calendar: Full-day prekindergarten program operates year-round Fees: Call for more information. Scholarships available based on financial need. Hours: 7 a.m.-6:30 p.m. (flexible hours may be arranged) Special programs: MKCCC is NAEYC accredited. In addition to exceptional prekindergarten programs, MKCCC cares for children from 3 months-10 years old with infant, toddler and before- and after-school programs. The after-school program extends to a full day for the summer months and the school vacations and holidays. Innovative programming includes a Feed Me Fresh seed-to-table nutrition curriculum and the award-winning JEWEL program, which encourages intergenerational interactions between children and senior citizens.

New Canaan Country School 635 FROGTOWN ROAD NEW CANAAN, CT 06840 (203) 972-0771 countryschool.net Beth O’Brien, Head of Early Childhood Program Nancy Hayes, Director of Enrollment Management Philosophy: The Beginners Program (ages

3-5) at New Canaan Country School fosters intellectual curiosity and a love of learning. We place emphasis on developing the whole child, which includes cognitive, social, emotional and physical growth in addition to academic development. The 75-acre campus provides many outdoor opportunities to explore and learn beyond the classroom. Small class sizes and 6:1 student-teacher ratio ensure individualized attention. Enrollment: Age 3 through grade 9 Student-teacher ratio: 6:1 Calendar: Early September through midJune Hours: See website Fees: See website Special programs: Lunch Bunch, extended day until 5:30 p.m.

North Salem Nursery School 296 TITICUS ROAD P.O. BOX 147 NORTH SALEM, NY 10560 Nsns1968@gmail.com Karen Midkiff, Director Philosophy: North Salem Nursery School

believes young children learn best through enjoyable activities that are developmentally appropriate at various levels of skill. By creating an environment in which mastery may be achieved by each child as he or she CONTINUED ON PAGE 22A

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becomes ready, NSNS is able to give students confidence in their ability to succeed in school. NSNS is dedicated to the welfare, happiness and success of each child. The teachers bring a wide variety of expertise to the program, including backgrounds in music, art, special education and reading education. Their devotion to young students and to the community enrich students’ earliest school experience. Parents are also encouraged to contribute their own talents and interests to the curriculum. Enrollment: 12-15/class Student-teacher ratio: 3s, 6:1; 4s, 8:1 Calendar: Monday following Labor Day through second week in June. Holidays follow North Salem School District calendar. Hours: 8:45-11:30 a.m.; afternoon program may be added, 12:30-3:15 p.m. Fees: Two sessions/week, 3s: $2,709/year; three sessions/week, 3s and 4s: $3,438/year; four sessions/week, 4s: $4,176/year; five sessions/week, 4s: $4,914/year Special programs: Yoga Lunch Bunch, orchard field trips, community helpers field trips/visits, Thanksgiving feast, holiday concert, parents’ day, art show, Kids Dig Dirt vegetable garden.

Play Care 210 ORCHARD RIDGE ROAD CHAPPAQUA, NY 10514 (914) 238-6206 playcarepreschool.com Xann Palmer, Director Philosophy: Play Care provides a flexible, nur-

turing program that encourages socialization, cooperation, individual development and a positive self-image. An interdenominational approach provides a cheerful and meaningful learning experience for our children to explore their world in a safe and age appropriate manner. Enrollment: 75 children, 18 months to 5 years old. Class maximum is 10 for 2s and 11 for 3s and 4s. Student-teacher ratio: 2s, 1:5; 3s, 1:6; 4s, 1:7 Calendar: September through June Hours: Monday through Friday, 9:15 a.m.noon; extended day program available Tuesday through Thursday until 3:30 p.m. Enrichment classes Monday and Friday until 2:15 p.m. Fees: Vary according to number of sessions attended Special programs: Music, yoga/creative movement, weekly science experiments, sensory exploration, arts and crafts, story time, large enclosed outdoor play area in addition to a large indoor gym Other: Early morning drop-off, lunch program (Monday-Friday). After-school enrichment classes such as art, science and cooking. Flexible scheduling options for families. Licensed by NYS Office of Children and Family Services.

Pound Ridge Community Church Play School 3 POUND RIDGE ROAD POUND RIDGE, NY 10576 (914) 764-4360

guage, art appreciation, dance and movement Other: Summer art camp for ages 3-10. Visit littlefauves.com. Rolling admissions. Call to schedule a tour and for information on admissions and fees.

Rippowam Cisqua School LOWER CAMPUS 325 WEST PATENT ROAD MOUNT KISCO, NY 10549 (914) 244-1202 rcsny.org Colm MacMahon, Head of School Penny Jennings, Head of Lower Campus Payson Murray, Interim Director of Admissions, Lower Campus Philosophy: From the earliest moments

Kirstin Zarras, Director Philosophy: The Play School program

consists of carefully selected and integrated activities designed to encourage growth in the social, emotional, creative, physical and cognitive development of young children. PRC’s objectives are to help children build self-confidence, meet new friends and develop positive feelings about school and the world around them through a developmentally appropriate curriculum at a school where learning and play go hand in hand. Enrollment: 45-55 children ages 2-4 Student-teacher ratio: 2s, 4:1; 3s and 4s, 6:1 Calendar: Early September through early June Hours: Morning 2s, 9:15 a.m.-noon; morning 3s, 8:45-11:30 a.m.; morning 4s, 9-11:45 a.m.; enrichment Tuesday to Friday, 12:30-2 p.m. for 3s and 4s. Fees: Vary according to program Special programs: Music enrichment, nature programs, yoga, weekly science, karate, Spanish language, beautiful outdoor playground.

Pound Ridge Montessori School 5 HIGH VIEW ROAD POUND RIDGE, NY 10576 (914) 763-3125 Poundridgemontessori.com Grainne Bellotti, Director Philosophy: PRMS is an intimate, multi-

age preschool founded upon the principles of Montessori philosophy. Through materials and guidance, students work to become independent, self-motivated learners. For more than 45 years, PRMS has welcomed families from Bedford, Katonah, South Salem, North Salem, Bedford Corners, Waccabuc and Pound Ridge, as well as New Canaan and Ridgefield. Enrollment: Two- to five-day programs for students ages 2-5 Student-teacher ratio: 5:1 Calendar: September-June Hours: 9 a.m.-noon

of their formal education, young children at RCS are encouraged to be critical thinkers, intellectually curious and confident in their abilities and in themselves. The teachers create challenging, play-based activities and programs that enable students to experience success in developmentally appropriate ways in language arts, math, science, athletics and the arts, as well as their social and emotional behavior. The early childhood program is guided by extensive research related to individualized, child-centered learning and informed by Dr. Jean Piaget’s maxim that “play is the work of young children.” Enrollment: 500, pre-k through grade 9 Student-teacher ratio: 6:1 Calendar: September-June Hours: 8:20 a.m.-noon for junior pre-k; 8:20 a.m.-noon or 2 p.m. for senior pre-k Fees: Available upon request Special programs: Music, art, science, physical education, technology, library, and performances Other: Member of the National Association of Independent Schools through the New York Association of Independent Schools (NYSAIS).

Saint Mary Preschool 183 HIGH RIDGE AVE. RIDGEFIELD, CT 06877 (203) 438-7288 smsridgefield.org Anna O’Rourke, Principal Philosophy: Saint Mary Preschool provides

an atmosphere that encourages social, emotional, physical, intellectual and spiritual growth and development of the child as a whole. A nurturing approach enhances the uniqueness of each child, while teaching respect for self and others. Physical development and coordination are achieved through creative play. Intellectual curiosity and growth is encouraged through a wide variety of classroom and playground equipment and stimulating, exciting learning programs in an atmosphere of spiritual joy and wonder. Enrollment: Approximately 80 children in 3s, 4s and transitional kindergarten programs.

Student-teacher ratio: Approximately 8:1 Calendar: September through June Hours: 3-year-old programs meet two or

three days per week, 4-year-olds have the option of three to five days per week and 5-year-olds come five days a week. Half-day and full-day sessions available for all programs. See website for complete details. Fees: Fees range from $2,680-$6,665 based on the program. See website. Special programs: Saint Mary School is a Roman Catholic, co-educational day school for students in preschool through eighth grade. Preschool students have access to all of the facilities and services of the school, including the nurse, computer lab, gymnasium and library, art and music programs.

South Salem Nursery School 111 SPRING ST. P.O. BOX 232 SOUTH SALEM, NY 10590 (914) 763-3560 southsalemns.com ssns@optonline.net Karen Potz, Director Philosophy: South Salem Nursery School

believes in a developmental approach to early childhood education because children develop at their own unique pace — in an environment that fosters initiative, self-discipline and self-reliance — that play is a child’s work and that it builds important foundations for future academic achievement, that children learn from each other and must learn to respect others and that self-esteem results when children are recognized and valued as unique individuals. Student-teacher ratio: 2s, 5:1; 3s, 6:1; 4s, 7:1 Calendar: September-mid June Hours: 9:15 a.m.-12:15 p.m. Fees: Two days, $3,000; three days, $4,000; four days $4,800; five days, $5,500 Special programs: Cooking, music, outside exploration and play on a 4-acre campus, plus class trips, parents programs and activities.

St. John’s Early Learning Center 82 SPRING ST. P.O. BOX 394 SOUTH SALEM, NY 10590 (914) 763-3671 stjohnselc.com director@stjohnselc.com Doreen Bistany, Program Director Philosophy: The St. John’s Early Learning

Center is a developmental preschool which affirms the individuality of children and provides an emotionally safe environment in which children can learn and socialize. It is the school’s belief that children grow and learn when they are free to observe, explore and actively engage in activities at their own developmental levels and pace. The program provides a warm and nurturing environment CONTINUED ON THE NEXT PAGE

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in which children can thrive. Each child is treated as an individual, respecting their needs, learning styles and personalities. The rich thematic curriculum addresses the intellectual, emotional, social and physical needs of young children. Acknowledging the importance of play, the day combines free play time, group activities and discussions to allow the children to practice the social readiness skills necessary to begin kindergarten with a positive self-image. SJELC encourages children¹s natural curiosity and foster a healthy respect for themselves, for others and for their surroundings. Enrollment: 40 children ages 2-5 Student-teacher ratio: 2s, 5:1; 3s, 7:1; 4s, 8:1 Calendar: Mid-September through first week in June Hours: 9 a.m.-noon, plus extended day until 2 p.m. Fees: Two-day, $3,100; three-day, $4,100; four-day, $4,900; five-day, $5,600 Special programs: Music, yoga and hands-on science classes included. Nature study, cooking, computers, art discovery, field trips and family social events are all part of our program. Other: St. John’s Early Learning Center is a nonsectarian preschool. Lunch Bunch (noon-1 p.m.) and extended day (until 2 p.m.) programs are offered each day. Six-week summer camp offered.

St. Mark’s Preschool 111 OENOKE RIDGE NEW CANAAN, CT 06840 (203) 972-7888 smpnc.org sfarrell@smpnc.org Sally Farrell, Director Philosophy: The school believes the

educational process should address all areas of learning: social, emotional, spiritual, physical and intellectual. A wide variety of activities are designed to reflect the children’s interests and abilities and to help develop reasoning skills. The school provides a flexible curriculum of age-appropriate activities through which children learn and explore while guided and encouraged by their teachers. Structured activities emphasizing acquisition of basic skills are balanced with child-directed ones, providing many experiences that help nurture self-expression, self-discovery and self-esteem. Enrollment: 40 children Student-teacher ratio: 5:1 Calendar: September-May. Summer camp in June. Hours: 3s: Monday, Tuesday and Thursday 9 a.m.-noon, with optional lunch bunch. Pickup at 1 p.m.; 4s: Monday-Thursday, 9 a.m.-noon, with two long days. Pickup at 1:55 p.m.; 4s: optional fifth day, The High Five Friday Club, 9 a.m.-noon. Fees: 3s, $5,400; 4s, $8,230 Special programs: Music, cooking, science, soccer, yoga, Mandarin and daily outside play.

St. Matthew’s School 382 CANTITOE ST. MAILING ADDRESS: P.O. BOX 902 BEDFORD, NY 10506 (914) 234-7890 StMatthewsSchool.org sscanlon@stmatthewsschool.org Stephanie Scanlon, Director Philosophy: St. Matthew’s School provides

preschool children with a dynamic and developmentally appropriate curriculum that addresses all areas of learning — social, intellectual, spiritual and physical — in a nurturing and supportive environment. The program is focused on hands-on learning, which stimulates curiosity and discovery and generates enthusiasm. The goal is to ensure that the children develop the skills and self-confidence necessary to prepare them to flourish and thrive in kindergarten and beyond. Daily schedules include circle time, stories, songs or poems, and skill-based activities, as well as plenty of time for playing. Enrollment: 52 children Student-teacher ratio: 2s, 4:1; 3s and 4s, 6:1 Calendar: September to mid-June Hours: 9-11:45 a.m. for all classes. 2s program is Monday/Wednesday or Tuesday/ Thursday, plus alternating Fridays; 3s program is four or five mornings per week; 4s program is five mornings per week. Fees: 2016-17: 2s, $5,000; four-day 3s, $6,700; five-day 3s, $7,700; five-day 4s, $7,700. Special programs: St. Matthew’s School has weekly programs for music and Spanish instruction, as well as a chapel component called God’s Garden. Also cooking, regular nature walks and a three-season garden. Other: Brand new playground installed August 2013.

St. Patrick’s School 483 OLD POST ROAD BEDFORD, NY 10506 914-234-7914 stpatricksbedford.com dmonaco@stpatricksbedford.com and soleary@ stpatricksbedford.com Sharyn O’Leary, Principal Philosophy: St. Patrick’s School offers

a values-based Catholic education where academic excellence is enriched by faith. St. Patrick’s is a regional Catholic school serving students in pre-k (3s and 4s) through grade 8 affiliated with the Archdiocese of New York and serving Northeastern Westchester and nearby towns in Connecticut. Established in 1956 by the Sisters of Charity, St. Patrick’s School has a long tradition dedicated to the mission to “teach as Jesus did.” The studentcentered learning focuses on the academic, social and spiritual development of the whole child. The curriculum develops global citizens who are lifelong learners, willing to share their faith and talents in service to others. Students’ test scores continually exceed most local public school districts. Graduates are accepted to top high schools, including

Regis, Fordham Prep, Iona Prep, Sacred Heart, School of the Holy Child, Kennedy Catholic and many others. Enrollment: Pre-k, 30 children; grades k-8, 130 students Student-teacher ratio: Pre-k, 10:1; grades k-8, 14:1 Calendar: September through June Hours: Pre-k half day, 9 a.m.-noon; pre-k full day 9 a.m.-3 p.m.; grades k-8, 8:05 a.m.-2:25 pm. Before-school care available from 7 a.m. After-school care and activities available until 6 p.m. Fees: Tuition: pre-k half day, $6,256; pre-k full day, $7,650; one child grades k-8, $6,461; two children grades k-8, $10,056; three or more children grades k-8, $11,720 Special programs: In-school programs in art, music (singing and recorder), gym, computers, Spanish. After-school enrichment programs (fee-based) in band/instruments, art, sports (soccer, golf, gymnastics, zumba, volleyball). Other: Chromebooks in the classroom for all students in grades 6-8. Brand new, state-ofthe-art science lab. Sacramental preparation. School lunch program. Bus transportation provided by most public school districts in New York for students in grades k-8 living within 15 miles. New security system and cameras. Accredited by the AdvancEd Accredited/NCA accrediting agency.

Thistlewaithe Learning Center Inc. 1340 ROUTE 35 SOUTH SALEM, NY 10590 99 VALLEY ROAD KATONAH, NY 10536 (914) 977-3662 thistlewaithe.org information@thistlewaithe.org Maria Fitzgerald, Director Philosophy: A Montessori school for

children 18 months to 6 years old with locations in South Salem (full day plus extended hours) and Katonah (half day), ThistleWaithe will educate young children to be strong, well-adjusted personalities who will have the motivation and courage to make individual

decisions and to discern intelligently while maintaining respect and mutual understanding of all other individuals. Children will become budding stewards of the environment and learn to protect and ensure the health of our world. From an early age, children will be introduced to the pleasure of self-accomplishment, the motivation of self-learning and they will be encouraged to have a persistent attitude about life and learning. Enrollment: 115 children (40 in the toddler program, 60 in the primary program, 15 in kindergarten) Student-teacher ratio: Toddlers, 5:1; primary, 7:1 Calendar: September to mid-June Hours: Half-day programs Monday-Friday, 9 a.m.-noon; full-day programs Monday-Friday, 9 a.m.-3 p.m.; wrap-around care available, 7:30 a.m.-6 p.m.; kindergarten enrichment Monday-Friday in both a.m. and p.m. sessions and full-day kindergarten. Fees: Toddlers: two half days (Tuesday/ Thursday), $6,000; three half days (Monday/ Wednesday/Friday), $7,000; four half days (Monday-Thursday), $9,500; five half days, $10,500. The 3-6 program: four half days (Monday-Thursday), $9,400; five half days, $10,000. A space is secured, if available, with a $500 nonrefundable deposit and a $500 new student fee. Special programs: Spanish, music, chess (kindergarten). Summer camp. Busing provided to or from Katonah-Lewisboro schools Other: Affiliate member of American Montessori Society. NYS licensed day care facility.

World Cup Nursery School And Kindergarten 160 HUNTS LANE CHAPPAQUA, NY 10514 (914) 238-9267 Roxanne Kaplan, Director Philosophy: World Cup is dedicated to

providing students with a valuable early childhood education using a developmental program with a hands-on/minds-on academic approach. In an age-appropriate, nurturing and supportive environment, World Cup individualizes programs, always putting an emphasis on the child’s interests and strengths while continuously recognizing their academic, creative and social accomplishments. The goal is to develop the foundation which prepares each child for learning opportunities and challenges that await them beyond World Cup. Enrollment: 300 children Student-teacher ratio: 6:1, with floaters in each program for an even better ratio Calendar: School: September through June. Camp: June through August. Hours: Mornings or afternoons, half-day and extended-day programs, full-day programs and private kindergarten available. Fees: Vary with program Special programs: Music, gymnastics, science, Spanish, creative movement, special visitors, parent seminars and much more Other: Licensed by Department of Social Services. Teachers are CPR and First-Aid certified. Staff MAT trained.

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Record-Review Parent’s Guide TCS mission: a thoughtful child who likes to learn The Children’s School in Stamford has good reason to celebrate: a beautiful, award-winning new school building; a renovated green campus; a well-trained, dedicated staff that is without peer; involved families who are committed supporters of the school; and a child-centered mission. What is The Children’s School’s mission? It is the belief that the early years are a time of critical importance in laying the foundation for children’s confidence, strength of character, intellectual skills and the problem-solving and creative capabilities that will be in high demand in the 21st century. Today, a growing national movement is validating this mission by recognizing that pre-k to grade 3 constitutes a distinct learning and developmental period in the life of a child. “It is gratifying to see this movement taking hold,” said Maureen Murphy, head of The Children’s School. “All children deserve the very best when they embark on the journey of formal education. They need well-trained and caring teachers, an enriched curriculum that piques their curiosity, and an environment that is respectful of their needs and imbued with a sense of purpose.” Below are the highlights of The Children’s School curriculum that reflect the School’s mission “to take seriously chil-

will last a lifetime. The writing program teaches children to express themselves clearly through words. Numeracy Math is often called the poetry of logic, which means that a central challenge for teachers is how to anchor that logic in children. The Children’s School maintains that the best way to fulfill this objective is to ask children to work with concrete learning materials because that is what young minds grasp easily. The School relies on many classic Maria Montessori mathematical learning materials to accomplish this objective. dren’s tremendous potential to learn.” Literacy The low hum of the Children’s School classroom says it all: it is the sound of children learning about language. All forms of communication are encouraged, from listening to speaking, from reading to writing, from Spanish to American sign language. Children learn that listening is a way to show respect for others and to understand unfamiliar concepts. By hearing teachers use affirmative language — filled with rich, descriptive words — in the classroom, students learn new words and the importance of speaking positively to others. The goal of the reading curriculum is to inspire a love of reading and books that

Ten Tips For Keeping Kids Safe And Happy (NAPS)—The 4-H Food Smart Families program provides families with nutrition education, cooking skills and food budgeting skills to bring more affordable, nutritious foods into their households. Netflix, “the world’s leading Internet television network,” has more than 100 million hours of programming that consumers can access at their convenience, including such original series as “Care Bears & Cousins” at www.net flix.com/CareBears. Moodster Mirror, Meter and Flashlight books and toys can help children 3 to 7 years old learn the importance of feelings and how to manage them. Made by Kids Preferred, they’re available at Target and Target.com. Learn more at www.themoodsters.com. To keep kids safe, some schools may need to install new locks, such as those from Allegion, that enable lockdown from the inside. To learn more about security technology for schools, call (888) 7589823 or visit www.allegion.com. To teach children to recognize and respond to danger, the National Center for Missing & Exploited Children along with Honeywell developed an innovative program called KidSmartz with four safety rules. Visit www.KidSmartz.org. With programs for girls from coast to coast and across the globe, Girl Scouts offers every girl a chance to do something amazing. To join or volunteer, visit www.girlscouts.org/join. KnowBullying, the free mobile app from the Substance Abuse and Mental Health Services Administration, offers useful tips for how to deal with bullies, how to work with schools on the issue,

Social studies, science and languages Children are keen to define who they are within the context of family, community and the larger world. At TCS, they begin to do this by learning about their community, the state of Connecticut, the United States and cultures across the globe. Meanwhile, the goal of the school’s science curriculum is to promote an understanding of the physical world. Through hands-on experiments, children learn the scientific method: making a hypothesis, designing an experiment to test that hunch, collecting data, recording observations and forming a conclusion. All areas of science are touched on, from physics to chemistry, from earth science to biology. Long before studies showed that the early years are an opportune time for children to learn a second language, TCS exposed students to Spanish during the school day. It also offers a class in Mandarin Chinese after school. Problem solving

A few facts and hints can be a big help when it comes to caring for your little ones. and how to get mental health services. Learn more at www.samhsa.gov. You should never leave your child in a parked car. When it’s hot outside, the temperature inside a parked car can rise to fatal heatstroke levels within minutes, even if the windows are partially open. For further facts and safety advice, go to www.parking.org/safety. Kids by Safilo eyeglass frames for children (from Safilo Group) are safe and durable, made just for kids. The Polaroid Kids collection of polarized sunglasses offers superior optics, clear contrast, true colors and 100 percent UV protection. Learn more at www.safilo.com/kids, www.Polaroideyewear.com and www.Sol sticesunglasses.com. To schedule an annual exam and find a local eye doctor, go to www.thinkaboutyoureyes.com. The “Jordan and Justine’s Weekend Adventures: Go Go Green” series offers ideas and tips to support teachers and librarians who want to encourage young people to help to protect the environment. Learn more at www.jor dangogreen.com.

“Sensorial” is used to describe the area of the classroom and the materials that promote learning through the five senses: touch, taste, smell, hearing and seeing. Another way of saying what the work of the senses is about is the process of identification, discernment, interpretation and problem solving. Concentrated sensorial experiences which stimulate the senses and memory are the building blocks of human intellect and creativity. Sensorial learning develops spatial skills, visual memory and feats of the imagination. The goal of the sensorial curriculum is

to lead children through a progression of understanding — from the concrete to the abstract, from sense memories to higher order problem solving and selfexpression. The fine arts Think of the fine arts as something like a fraternal twin to sensorial learning: the two are closely linked, but the arts have their own unique identity. Simply put, music, art and dance/movement augment the senses, and in turn lay the groundwork for all manner of creative expression. Through the song in the throat, the careful listening required by a musical piece, the molding of cold clay in the hand or the slashing of broad strokes of color on a canvas, the child begins to see himself or herself as an agent of creative expression. “When children move on to other schools, they usually do so with confidence in their abilities, excitement about the learning journey ahead and with a good sense of how to be respectful to others,” Murphy said. “When that happens, we say, ‘Mission accomplished.’” Visit childrensschool.org or call 203329-8815 to observe the classroom in action.

‘Seussical’ camp at

Ridgefield Playhouse This summer’s musical theatre camp will run daily Monday-Friday from 9 a.m.-3 p.m. at the Ridgefield Playhouse main stage theater and rehearsal space. Cast members will be engaged with not only the rehearsal and production process, but receive daily group lessons in voice, acting and dance, all of which will be incorporated into the final performance of “Seussical the Musical Jr.” in full costume at the end of the camp’s fourweek session. Open to students in grades 2-8, “Seussical” is a fantastical musical extravaganza written by Tony Award-winners Lynn Ahrens and Stephen Flaherty. Horton the Elephant, the Cat in the Hat and all of your favorite Dr. Seuss characters will spring to life onstage. TransportCONTINUED ON THE NEXT PAGE

Camp runs June 20th - August 28th Weekly Sign Up 9 X 1 week sessions Ages 4-18 Check our website for more information! 975 Anderson Hill Road, Rye Brook NY www.proformtennisacademy.com info@proformtennisacademy.com 914-935-6688

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ing audiences from the Jungle of Nool to the Circus McGurkus, the Cat in the Hat narrates the story of Horton the Elephant, who discovers a speck of dust containing tiny people called the Whos. Horton must protect the Whos from a world of naysayers and dangers, and he must also guard an abandoned egg that’s been left in his care by the irresponsible Mayzie Bird. Although Horton faces ridicule, danger and a trial, the intrepid Gertrude McFuzz never loses faith in him. Ultimately, the powers of friendship, loyalty, family and community are challenged and emerge triumphant. Tuition is $975 and tickets for the performances are sold separately. Visit sabrinasencoreproductions.com or ridgefieldplayhouse.org, or contact mariel@ sabrinasencoreproductions.com.

Say ‘I am Iona Prep’ this summer You can feel it like the sun on your back. The days are getting longer and pretty soon the weather will become warmer… and stay warm. Your kids will begin anxiously anticipating summer vacation and you might begin wondering what to do with them. Iona Preparatory says send them back to school! Westchester’s premiere college-preparatory institution, which includes the ar-

The JOys Of

ea’s only all-boys’ k-8 Catholic school, is hosting six different camps this summer designed to keep boys and girls academically engaged and physically active during the dog days of summer. The fun begins the week following the Fourth of July with the Scholar-Athlete Camp (SAC), which runs for three weeks from 8:30 a.m. to 3:30 p.m. Mornings are devoted to classroom and academic activities, and the afternoons are dedicated to friendly athletic competition, both on the fields and in the gyms. Students are free to bring their own lunch or may purchase lunch through the SAC. The SAC program was originally developed for boys entering eighth grade, where the morning classes focus on study skills and strategies for the Test for Admission into Catholic High Schools (TACHS). In addition to TACHS prep in English and math, there is also time for creative writing and some hands-on science activities. Many years ago, the camp expanded and now provides boys and girls entering sixth and seventh grades with a myriad of scholastic, scientific and artistic activities in the morning. Creative writing, comic book art, junior detective science labs, rocket building and more are all part of the co-educational SAC program. Morning classes are taught and afternoon sports are supervised by Iona Prep’s eminently capable and highly credentialed faculty and coaches.

An Affordable Jewish Education for your child when you don’t belong to a Synagogue. Enroll your child now for the 2016-17 school year! The Children’s Jewish Education Group offers Jewish cultural studies for grades K-7, with emphasis on tradition, history and holidays. A professional teaching staff is supported by a parent co-op. Bar/Bat Mitzvah lessons available. Interfaith families welcome. Classes held Sunday mornings at Purchase College.

Call now for more information or visit our website:

Supported by

914-200-1520 www.cjeg.org

An affiliated member of the

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NOW

are The OppOrTuNiTies Of laTer.

At New Canaan Country School, we believe every moment a child experiences is important. By boldly embracing the very concept of childhood, we have created a unique learning environment designed to encourage levels of readiness, happiness, awareness and confidence that lead to natural success.

OpeN hOuse: 9 a.m. Tuesday, april 19 www.countryschool.net

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Record-Review Parent’s Guide CONTINUED FROM PAGE 25A

To learn more about SAC, contact director Charles Sloat at 600-6154. And no matter what sport you play, summers at Iona Prep offer a little something for everyone with camps and clinics in baseball, basketball, football, lacrosse and soccer, all using state-of-the-art facilities. Summer camps at Iona Prep are a great way to experience the expansive 37-acre campus and to appreciate the brotherhood of the Iona community. Baseball and basketball clinics for boys and girls entering grades 3-9 both begin June 27 and run from 9 a.m. until 3 p.m. Baseball goes until July 1, and then picks back up for a second week Aug. 15-19. Basketball stops on June 30 for the first week, with a second from Aug. 8-11. The football camp also starts June 27 for boys in grades 3-9, but will run in the evenings from 5-8 p.m. The lacrosse camp accommodates grades 1-8 and runs July 18-21, from 9 a.m. until noon. Iona Prep’s soccer camp is for boys and girls ages 6-13, and will run from 8:30 a.m. to 4 p.m. Aug. 1-5. For more information on the sports camps, call athletic director Bernard Mahoney at 600-6180. That’s six great opportunities at Iona Preparatory, all of which are sure to make summer vacation smooth for mom and dad and exciting for the campers! For more information, visit IonaPrep. org.

‘Maker program’ expanded at New Canaan Country School Since its founding in 1916, New Canaan Country School has emphasized hands-on, experiential learning and team-based projects. “Country School has always been a ‘maker’ school,” technology Teacher Bruce Lemoine said. “We have been teaching woodworking skills in our woodshop class for decades, now we’re just adding another type of tool.” Indeed, participants in Country School’s maker class are building mini-machines and creating inventions such as jumping dolphins, dancing disco scenes and automated catapults with a wide range of

tools, skills and imagination. The upper school (grades 7-9) elective course has been met with great enthusiasm. “We have been fully-enrolled every semester,” said Lemoine, who is spearheading the school’s Maker Program. Working with Lemoine, students learn fundamental principles of design, electricity, programming and 3D modeling through hands-on projects. They utilize a variety of electronic kits such as Little Bits, Hummingbird Kits and Art Bots. Students Madeline McCarthy and Grace English recently made a Ferris wheel using wood, sticks and rocks, mini motors, switches and LED lights. “We had to be very meticulous,” one of the girls said. “There was a lot of trial and error before we got the wheel to finally turn.”

Lemoine aims to balance instruction with creativity. After he teaches the students about the technology and tools, describing their functions and limitations, he encourages them to experiment. “Creativity is important, but so is precision,” he said. “We always design first, build, test and rebuild. It’s all about design and function, and breaking down complex challenges into solvable parts.” In addition to learning technical skills, a primary goal of the class is to have the children think of themselves as creators. “We want to break the mindset that they are strictly consumers of technology and to think of themselves as makers,” Lemoine said. The class builds on student experiences in previous grades. The formal study of computer programming begins in middle school (grades 5-6) using Scratch, robotics and 3D Design. In addition, there are several clubs that incorporate maker principles, such as a LEGO® robotics club. “The goal is to give them exposure to these foundational skills which they can pursue in more depth in secondary schools,” Lemoine said. New Canaan Country School is a coed, independent, day school serving students age 3 through grade 9. The 75-acre campus is located at 635 Frogtown Road, New Canaan, Conn. For a list of upcoming admission events, visit countryschool. net/visit or contact director of enrollment Nancy Hayes at (203) 801-5608 or nhayes@countryschool.net.

MARCH 11, 2016

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THE RECORD-REVIEW | PAGE 27A

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PAGE 28A | THE RECORD-REVIEW

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K-8 OPEN HOUSES THURSDAY, APRIL 21 • 9–10:30 AM Register Online: ionaprep.org/openhouse For more information, contact Barbara Shattenkirk: (914)-633-7744 x418

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• Hands-on science programs • Technology with SMART Boards and Chromebooks in the classroom • Spanish language program begins in kindergarten

• Mentoring and collaborative learning experiences with Upper School students • Varsity-level athletic programs • Exceptional after-school enrichment programs

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Iona Preparatory Lower School 173 Stratton Road, New Rochelle, NY 10804 (914) 633-7744