Child (March 2016)

The magazine for parents

CHiLD ISSUE 50, March 13, 2016

Putting fun into reading

Tips on fruit and veg

Boosting

creativity

Bullying: children speak out

MAKING SENSE OF THE MEDIA

KIDS WANT TO KNOW… AND THE POPE REPLIES Plus: Golden rules • phones and babies • helmet safety • children’s mobility

CHiLD

Cover photo: Pope Francis speaks to a young boy

by Reuters

ISSUE 50 March 13, 2016

Contents

It’s goodbye at 50

Features 6 Spirituality: The Pope’s new book for children 15 Media: Helping children evaluate the message 20 Literature: Interview with author Clare Azzopardi 28 Creativity: A ‘school of invention’ 32 Art: Producing young artists 43 Psychology: Children’s experiences

Regulars 13 Top Tips: Golden rules of interaction; Put down that phone!

19 Top Tips: How to increase fruit and veg in the diet 37 Top Tips: Safety helmets 41 News You Can Use: Travel for education 48 Shop Window: The best of goods and services

Correspondence to the editor may be sent to: The Executive Editor, Child Magazine, Allied Newspapers Limited, Strickland House, 341, St Paul Street, Valletta VLT 1211 or send an e-mail to child@timesofmalta.com Executive Editor Mark Wood Publisher Allied Newspapers Limited Printing Progress Press Limited Production Allied Newspapers Limited Contributors Chris Benjamin, Coryse Borg, Sandy Calleja Portelli, David Cutajar, Kim Dalli, Gary Direnfeld, Stephanie Fsadni, Marlene Mizzi, Gordon Vassallo, Joe Woods Photography Chris Sant Fournier, Darrin Zammit Lupi Design Manuel Schembri Advertising Sales Martina Bonello (tel: 2559 4707; e-mail: martina.bonello@timesofmalta.com).

This publication is being distributed as part of the Times of Malta.

All rights reserved. © 2016 Reproduction in whole or in part without written permission of the publishers is prohibited.

4 CHiLD MARCH 2016

Perhaps no person has left such a deep imprint on the world’s people in the last few years as Pope Francis. His deep and deeply honest compassion and spirituality have touched hearts and minds everywhere.

In a new book he now places his considerable wisdom at the service of children, replying to some tough questions in endearingly simple language. Gordon Vassallo captures the flavour of this inspiring book, which is recommended to all kids… and their parents as well.

Speaking of inspiration, the magazine highlights two enterprises which in their own different ways focus on boosting children’s creativity. Malta needs more of them.

Stephanie Fsadni interviews author Clare Azzopardi whose books for children are not only the fruit of some very creative writing but also spark creative imagination in her young readers too.

Bullying, that perennial concern, is the subject of an indepth look by Kim Dalli, while Sandy Calleja Portelli – who has been writing for the magazine since day one – offers parents a useful primer in media literacy.

I mention the talented Sandy’s unique record because this is the last Child magazine I have had the pleasure to edit, having to leave it behind as I take up a new role within Allied Newspapers Limited.

I am indebted to the company for having taken the idea of this magazine on board when I first proposed it more than a decade ago… has it been that long? It’s been a great run of 50 issues and has given me much satisfaction along the way.

I’ve dealt with a large number of writers who have children’s welfare at heart and I would like to thank all contributors over the years, including photographers, who have enriched Child with their wonderful skills. This includes the designers, in particular Manuel Schembri, so creative and patient.

I pass on the baton in deep gratitude to the readers and the advertisers, both of whose loyalty has enabled Allied to keep publishing this magazine in the service of parents.

SPIRITUALITY

‘Dear Pope Francis’ Gordon Vassallo looks at a new book by Pope Francis in which he offers beautiful answers to some big questions from little children and adolescents. t is quite normal for parents to experience embarrassing moments when children come up with unexpected questions. For we all know children can ask questions that even the wise struggle to answer.

The first round of multiple questions may sound like, “Why aren’t there any more dinosaurs?” Or, how do planes stay up in the air?

But then the more challenging questions start to prop up: “Why can’t I stay up as late as you do? “Where did I come from?”

The moment we relax and thank the good Lord for Google and Yahoo is precisely the moment we discover that our children are now asking even more pertinent and intriguing questions about, for instance, faith and God,

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tool to guide their loved ones towards the most convincing truths.

Dear Pope Francis was published on March 1, a book with questions and drawings from the eyes and hearts of children aged 6 to 13.

The questions were put by 259 children from 26 countries with different social and cultural backgrounds varying from wealthy cities to poor rural areas and even refugee centres.

Coming as they are from little minds, the questions are simplistic in tone but in the words of Jesuit Fr Antonio Spadoro, who coordinated the publication, “they are far from silly, sometimes verging on the theological, very practical with an occasional question about the Pope personally, including what he wanted to be when he grew up”.

“If you could do one miracle what would it be?” To which the Pope answers, almost in tears, “I would heal children” about their very own existence, about war and peace, about the suffering and torments they see on TV, about a world that seems to contradict the very essence of love and compassion mirrored by their own parents.

When Pope Francis was presented with questions from 30 children around the world his immediate reaction was, “These are tough.”

Yet in answering the questions with inspired wisdom, he provided parents with an essential

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Among the most striking questions was one that seemed to pierce the compassionate heart of the Pope, put forward by William from the United States: “If you could do one miracle what would it be?”

To which the Pope answers, almost in tears, “I would heal children. I’ve never been able to understand why children suffer. I ask myself about your question. Why do children suffer?

My heart asks the question. Jesus wept, and

SPIRITUALITY

Photo by Tony Gentile/Reuters

CHiLD MARCH 2016 7

SPIRITUALITY

“What was God doing before creation?” – Ryan, 8 by weeping he understood our tragedies. I try to understand too.

Yes, if I could perform a miracle – I would heal every child.”

Other questions put forward to the Pope were equally remarkable, capturing our immediate attention and immersing us into a meditative mode of profound thinking, about the value of life, the whole purpose of our existence, the value of charitable love towards one another, the hidden meaning of suffering, and our thirst for joy and happiness.

Eight-year-old Ryan from Canada asked the Pope about what God was doing before creation.

“Believe me, I had a hard time answering that one” the Pope told an audience in Philadelphia during the Festival of Families.

“I told him that before God created the world, God loved, because God is love.” He added: “God’s love was so great that he had to go out from himself, in order to have someone to love outside of himself. So God created the world… But the most beautiful thing God made… was family.”

And speaking of family, we all know that it is often quite difficult to shield from the eyes of our children the

petty quarrels of their parents. To the child such squabbles may generate a feeling of insecurity or anxiety.

Little do they know that any real relationship has fights, trust, faith, tears, pain, arguments, patience, secrets, jealousy and a large dose of love. They say children are great observers but often poor interpreters. Alexandra, a 10-year old from the Philippines, asks the Pope, “Do you know why some parents argue with each other?”

Pope Francis’ own humanity shows through in his discerned answer: “We all argue. We are all human. Even I have argued. Our life together always has its problems. You shouldn’t be surprised by this. It’s normal. I like one thing, and you something else. At times we find ourselves in disagreement. Even you, I am sure, argue once in a while with your friends. But life goes on, and we move forward.

We overcome difficulties together. It’s normal for people to argue. And so your parents argue, too.”

But then the Pontiff gives some advice too: “There is a sort of magic formula to solve these disagreements – did you know that? Parents must try never to end the day without making peace.”

SPIRITUALITY

“Parents must try never to end the day without making peace” Answering children’s questions ‘Dear Pope Francis’ may be used as a tool for tackling children’s probing questions about life’s issues. We all know children love to ask why — but we may not always have the right answers, or we may not exactly know how to explain, especially to a little kid.

Here are some tips for parents which may come in handy when kids come up with the most surprising, cute yet inquisitive questions. Remember, the way we reply often shapes the way they perceive things and give meaning to life. And remember too, ‘Each day of our lives we make deposits in the memory banks of our children.’

And what if your loved ones ask about a close relative who recently passed away? That is precisely what Emil, a nine-year old from the Dominican Republic, asked the Pope. “Can our lost relatives see us from heaven?” The question was accompanied by a drawing of flying angels circling the Pope.

The Pontiff, in a simple yet enlightening way, replies: “Yes, you can be sure of this. I imagine that you’re thinking about your relatives who are in heaven. You don’t see them, but – if and when God allows it – they can see you, at least in certain moments of your life. They are not far from us; you know? They pray for us, and they lovingly take care of us. This is the important thing. You can imagine your deceased relatives this way: they are smiling down on you from heaven. The way you have drawn the angels, they are flying around me. But they are actually ‘flying’ next to you. They are accompanying you with their love.”

Dear Pope Francis is a project of love for all who participated, including His Holiness. The Pontiff eagerly awaited the children’s letters and responded to them from his heart. It is a book where small children ask big questions. Mohamed, aged 10 from war-torn Syria, asked the Pope if the world would ever by beautiful again. The Pope tells him his suffering will not last forever.

It is a unique book of many questions and answers that will resonate with curious children. And may I dare say, with us adults too! As one mother who bought the book for her young daughter said, “I think I’m going to get another for myself, and perhaps even for my teenager.”

Gordon Vassallo is a certified Catholic Spiritual Guide. gordon@atomserve.net 10 CHiLD MARCH 2016

Children asking about

TIPS

Parents’ arguments or disagreements, often on trivial issues

LISTEN WELL and EXPAIN

Sexuality issues

BE HONEST

Life’s issues, including loss of relatives.

BE SIMPLE AND CLEAR

Family mishaps like loss of employment or prolonged health issues.

BUILD FAITH

Ask yourself: What is behind this question? Is there an underlying need for the child to understand what is going on? Or is our behavior creating a sense of insecurity or unease? It’s important to explain that you care about each other’s feelings and that if you didn’t, you wouldn’t tell each other how you felt. This helps children understand that ordinary parental arguments don’ t have to threaten family harmony.

Honesty is the best policy. If you feel uncomfortable to give a direct answer, say so. It’s fine to say I’m a little embarrassed by the question, but I’m glad you asked, and I’ll try to answer it. This lets your child know it’s OK to talk about sex. Don’t feel inadequate – even the Pope had to consult his peers to refine answers put forward by kids!

Tailor your answer to your child’s age or developmental level. Avoid giving sophisticated answers. Speak their language.

When the Pope was asked if his faith was always so strong, he said, “Life isn’t always a straight line. It’s bumping and curving up and down…” moving his own hand up and down and saying “like this!”

TOP TIPS

7

THE GOLDEN RULES … of interacting with your children Always have children’s attention when talking and give them all the information necessary to do what is expected, appropriate to their level of understanding.

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Provide the right information so children know what you want.

Provide feedback to let children know they are on the right track to help the desired behaviour get repeated.

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Praise is necessary but not sufficient. To facilitate healthy selfesteem provide generous amounts of valuing, opportunities to develop competency, opportunities for doing good deeds, and structure.

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Spare the rod, but not the consequence. It is OK for children to pay for behaviour that is

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unacceptable, potentially dangerous or harmful.

Negotiating offers a process where both sides can come away winners. Sometimes parents have to remember to let go a little.

5

Be aware of how you are interacting with others in the home.

Children are more aware than we sometimes realise.

Children will always learn more from what we do than what we say. Parents are not really gods. Sometimes parents need help too.

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Factors beyond the immediate scope of the family also impact heavily on children’s development. To help our children, we must also work to create a better world.

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These tips were compiled by Gary Direnfeld, a Canadian social worker and childbehaviour expert.

Mums, are you paying attention?! team of researchers is advising mothers to put their smartphones aside when caring for babies, to make sure their brains develop properly. They found that constant interruptions can lead to fragmented and chaotic maternal care which in turn could disrupt proper brain development and lead to emotional disorders in adolescence and beyond.

The research was actually carried out on rodents by a team from the University of California. But the findings imply that when mothers are nurturing their infants, numerous everyday interruptions – even those as seemingly harmless as phone calls and text messages – can have a long-lasting impact.

This is because consistent rhythms and patterns of maternal care seem to be crucially important for the developing brain, which needs predictable and continuous stimuli to ensure the growth of robust neuron networks.

The researchers warn that erratic maternal care of infants can increase the likelihood of risky behaviours, drug seeking and depression in adolescence and adult life.

So because people nowadays tend to frequently check and use their phones, the findings of the study are being seen as highly relevant to today’s mothers and babies – and tomorrow’s adolescents and adults.

“It is known that vulnerability to emotional disorders, such as depression, derives from interactions between our genes and the environment, especially during sensitive developmental periods,” one of the researchers was quoted as saying.

“Our work builds on many studies showing that maternal care is important for future emotional health. Importantly, it shows that it is not how much maternal care that influences adolescent behaviour but the avoidance of fragmented and unpredictable care that is crucial.

“We might wish to turn off the mobile phone when caring for baby and be predictable and consistent.”

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CHiLD MARCH 2016 13

EDUCATION

Is your child

media literate?

Sandy Calleja Portelli on how to help your children ‘read between the lines’ of the messages they’re bombarded with through the media.

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nless you are raising children in a tree house in the Amazon (in which case you are unlikely to be reading this), it is practically impossible to shield them from media exposure. You may be able to control what they watch on TV and how much time they spend doing so but there is nothing you can do about the ubiquitous advertising billboards, internet or the radio stations played in public places.

I am not into media bashing, I believe our children are fortunate to have so many options to entertain and inform themselves, but in an age when not even the models themselves look like the models on the posters, teaching children to be critical of the media they consume is crucial.

As adults we realise that media messages are never unbiased whether the content is fictional or factual – there are many ways to say something and what is omitted is often as important as what is included. Children however are more naive and must learn to sort the wheat from the chaff, when presented with ‘facts’ on news broadcasts, documentaries or internet sites.

They are also more likely to take things at

Know the media your children are face value or at least be unaware of the consuming, including television, video subliminal messages they are consumgames, YouTube channels, music videos ing from their favourite show or musician – and this is where media literacy comes and their favourite sites on the net. into play as it enables children and youths to access, analyse, evaluate Discuss who is behind the mesand create media and thus sage – In the case of research or news, is the information coming understand the complex from a trustworthy source? media messages we Is the Does the producer have a receive. information vested interest or bias in coming from a trustworthy source? this particular message?

Does the producer For example information have a vested interest from an organisation’s offior bias in this cial website will reflect that particular organisation’s agenda so message? one wouldn’t expect to read about what a great holiday destination Malta is on the UK’s tourism website. How can the information provided be verified? Although your youngsters may not be interested in world news, they may be interested in news about their favourite sports team or musician. Where, and by whom, a programme has been made will influence the finished product in terms of the lifestyle and stereotypes shown, so it’s worth discussing how your reality differs from what is being portrayed as ‘normal’ on screen.

CHiLD MARCH 2016 15

EDUCATION

Analyse the content – what is the message of the programme, music track etc.? Is it trying to convince you of something or sell you something? How is the message being portrayed and who is it aimed at? Sometimes the overriding message is pretty clear – the show may have an antibullying storyline or a Disney favourite ‘kids break rules, parents find out and dole out creative punishments, kids learn their lesson and everyone lives happily ever after.’

Various shows model positive life lessons which are worth discussing further and reinforcing in real life.

However, some media messages are not quite so easy to spot: Let’s say your pre-teen is watching a TV show where everyone is pretty, slim and skimpily dressed. What does the show say about what adolescents ‘should’ look like and what their priorities are ‘supposed’ to be? How may it affect your child’s body image and self-confidence? What if your child doesn’t conform to this stereotype because of some perceived ‘flaw’ – too tall, too short, too thin, too broad, wrong eyes, nose or lips?

What about the stereotypes reinforced by storylines where a boy chases the girl he fancies until she agrees to go out with him? What message does this convey to sons and daughters about their right to say no, respecting personal boundaries and dealing with rejection?

The stories and images depicted in television shows, music videos, video games etc. provide a rich source of life topics to discuss in a neutral setting because they are based on fictional scenarios.

Evaluate the message and how it is affecting your child’s choices or behaviours. Would he want those new trainers if he had not seen the advert or if his 16 CHiLD MARCH 2016

Let your children loose with a digital camera and let them discover how photographing the same thing from different angles changes the object’s appearance

favourite sportsman hadn’t endorsed them?

Does your child agree with the values and ideas which are being portrayed on his favourite shows? How do the messages your child is consuming make her feel about herself, her behaviour and her peers?

Advertising media is probably the most pervasive in our society. From television and print ads to billboards and internet ‘pop ups’ – you can’t really escape or totally ignore advertisements.

Advertisers are disarmingly honest about their intentions – they want you to part with your money to purchase their product which will obviously make drastic improvements to every aspect of your life. In their efforts to convince you their product is the key to everlasting health and happiness, advertisers sell a myth depicting (usually photoshopped) models that consumers will hopefully aspire to emulate. Encourage children to critique adverts – especially those

aimed at their age group. Will the new toy really bring hours of happiness and entertainment? How much impact do a show’s sponsors have on the content in that show? What about product placement?

Create something just for fun. Let your children loose with a digital camera and let them discover how photographing the same thing from different angles changes the object’s appearance. Let them ‘film’ their own story, prepare a podcast or edit an audio track.

Not only are you likely to have loads of fun but children are likely to become aware of how easily media images can be manipulated just by producing them from different perspectives.

The media is not the enemy; it is simply a very big book that children need to be able to understand to enjoy to the full.

TOP TIPS

GETTING YOUR CHILDREN TO EAT MORE VEGETABLES:

TIPS AND TRICKS

By Chris Benjamin ou know that familiar look on your child’s face. When you ask him to eat his veggies, you can bet that he’ll roll his eyes, frown, ask you “Why?” – or perhaps do all three!

Eating vegetables every day is an extremely important, healthy habit to instill in your kids. If you get them into the routine early, they’ll grow into strong and fit young adults. Children should have several servings of fruits and vegetables every day. The nutrients in these healthy, natural foods are believed to reduce the risks of chronic disease and promote well-being.

You might ask, “Exactly how do I get my child to eat her veggies?” Following are some simple and effective suggestions:

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Start early.

The earlier the age at which you introduce your child to a daily meal of vegetables, the easier it will be for him to stick to the habit. On the other hand, if he gets used to sugary foods or fastfood meals, he’ll find vegetables to taste bland or “yucky” in comparison. Make sure you start your kids off on the right foot by getting them accustomed to eating vegetables very early on – even while they’re still toddlers.

Make it fun.

Have your child go to the supermarket with you, letting her pick out the vegetables she might like to try. Make a smiley face on the plate, using carrot slices as eyes, broccoli as the nose, and a few pieces of celery to form the mouth.

When your kids link eating vegetables to a pleasant or fun experience, they’re more likely to make a habit out of it.

Add veggies to foods they already like.

Add veggies to “fun” foods – for example, using broccoli and celery as pizza toppings, or including some mushrooms in a pasta dish – and have your child help you cook these meals. Put some fruit slices in her cereal. Have her try a cucumber-and-peanut-butter sandwich. If your child already has certain food preferences, slipping in some healthy veggies is a great way to enhance her diet.

Reward them.

One study shows that kids who are rewarded for healthy eating, whether the reward is verbal praise or even something as small as a sticker, are more likely to eat their vegetables willingly and continue to do so over time (Cooke et al., 2011). Make sure you provide some sort of reward, showing your appreciation for your child’s obedience.

Give them a dip.

Kids are more likely to eat their vegetables if provided with a “dip” of some sort, such as yogurt, applesauce or hummus. Beyond just making the veggies seem more like “snack food,” having the option of a dip engages kids even more in eating healthily and makes the meal more interesting. The dips themselves can be nutritious and tasty as well!

Let them go for the veggies they prefer.

One child might hate Brussels sprouts, but he might like cabbage. Another might not love the taste of spinach, but she will happily go for some corn on the cob any day. It’s preferable for children to eat the veggies they like than to have none at all. Try not to impose your pref-

erences on your kids but expose them to a variety of vegetables and take note of the ones they like the best.

Be persistent.

Keep giving your children vegetables, regardless of how much they seem to shy away. A study shows that if you consistently provide vegetables, the mere repeated exposure will make kids more likely to start eating the veggies out of their own free will (Wardle et al, 2003).

Getting your child to eat his or her vegetables can seem frustrating at first, but with these tried-and-true methods, you’ll start to find plates of healthy veggies wiped clean in no time!

CHiLD MARCH 2016 19

CHILDREN’S BOOKS

Children’s author Clare Azzopardi

20 CHiLD MARCH 2016

Creative

CHILDREN’S BOOKS

Photos by Chris Sant Fournier

READING Fun and imagination: that’s what award-winning author Clare Azzopardi wants her young readers to experience through her wacky works. Stephanie Fsadni explored her motivations and inspirations. uthor Clare Azzopardi is not sure Azzopardi is glad to say that this actually happens. whether the books she read as a child At the last National Book Festival, held in November, inspired her to write or whether they many children told her that they never get enough of her Jake Cassar adventures (a 10-book series) and had any impact on her as she grew up. of the De Molizz siblings (a two-book series, with the She is, however, certain about one third one coming out in time for the next book fair). thing: that they were fun. And she aims to amuse And when asked about their favourite part of children in the same way through her writing. these tales, many referred to the episode when one “I would like to stimulate children’s imagination, to of the De Molizz siblings “comes out of the book”. instigate them to wander to places they’ve never been, such as the Renju Sturdut [the dizzy “Perhaps parents wouldn’t believe it but kingdom] or the Renju Laġenba [the I know that the thing most children like sideways kingdom],” says Azzopardi, about my stories are the strange adventures and technical aspects not referring to two fantastical places “Fun commonly found in other works. featured in her Jake Cassar series, comes above This gives me a lot of satisfacone of the many she has pubeverything else. tion,” she says proudly. lished over the years.

There can be a Curiously enough, her child“Have you ever been to the message as well, but it hood memories ended up in her dizzy kingdom? Wouldn’t you would be delivered adult books, not in her children’s like to visit it? Aren’t you curious in a very subtle stories. The latter are instead into know more about the sideways spired by her students, books she kingdom,” she asks. way” reads, her imagination of course and “I want children to meet my creations such as the Aħwa De Molizz [De her nephews and nieces.

Molizz siblings] and I wish these characters “Jake Cassar, for example, is a photocopy to ‘speak’ to them like they ‘speak’ to me. I want to of my nephew and he knows it,” she says warmly.

Azzopardi, who is a lecturer of Maltese literature make them laugh and stretch their imagination so at the University of Malta, does not intend to impart much that when they finish their book, they will beg messages through her writing… “like Enid Blyton”, for more.”

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CHiLD MARCH 2016 21

CHILDREN’S BOOKS Azzopardi adds that it’s imperative that children read in both Maltese and English.

“Each language provides a different linguistic experience. Each presents different authors, different ideas and, therefore, different reading material. We’re no longer in that era when all that was English was considered good. What the English language offers is different to that available in Maltese and vice versa.

“Besides, children absorb languages – their little brain can take up to five languages. So, of course, we should give them books in Maltese and English. As parents and educators, we cannot deprive them of one language or the other.”

Reading can also help children express themselves better and improve their writing skills. Azzopardi acknowledges that writing creatively does not come easy but it can be learnt like any other skill. She laments that, however, educators are not helping children develop one of her favourite childhood their imagination. On the contrary, they are “killing authors. their creativity”.

“Fun comes above every“Creative writing is the opthing else. There can be a mesposite of what many teachsage as well, but it would be ers ask of their students, delivered in a very subtle way. like giving them a 200-word And as Friday O’Leary [a fictional essay on the summer, Christcharacter created by English writer mas or Easter holidays,” she Illustrations from Andy Stanton] says: ‘The truth is a says.

Clare Azzopardi’s books are lemon meringue’.”

“Our teaching is not

by Mark Scicluna.

This fun element is the key to engagbased on the individual’s ing children and may help to instil a love creativity. When we teach of reading at a young age. Currently, a language by stressing on Malta ranks quite poorly when it comes the grammar, we’re killing to reading on a national level. children’s creativity. To add “I don’t know whether it’s the climate insult to injury, when we or the culture,” she says. “But when chilask them to write, we give dren come to the book fair, they expect to them the most tedious topic possible. get the books for free.

“I’m speaking in the plural be“I don’t blame them since they still “Creative cause I’m a teacher too and someget the books for free at schools writing is the times make mistakes as well. It’s not [since they’re borrowed]. I think opposite of what always easy to think outside the that until children keep getting many teachers ask of box.” them for free, they will not take their students, like books seriously and won’t care Specific courses in creative writgiving them a 200-word for them. Obviously, it’s only state ing are nowadays available, but essay on the summer, schools that provide this service. In these are usually geared towards Christmas or Easter other schools, children have to buy older students. Azzopardi mentions holidays” their own books but then they get to courses by the Foundation for Educakeep them in their home library.” tional Services, an annual course by the She also has some reservations about the Department of Maltese at the University of Malta, and a course for youths organised by the book voucher the National Book Council is giving Aġenzija Żgħażagħ and the Għaqda tal-Università, to schoolchildren. called Taħziz, besides workshops held regularly by “It’s undoubtedly a brilliant idea, but with this voucher, foreign writers. For example, quite recently, the Comwe’re promulgating this concept that books come for free and therefore aren’t something precious or worth monwealth Writers, the cultural initiative of the Comworking for. So the mentality among many local families monwealth Foundation, held a short story workshop is that books are not a priority. And this is a pity. Obviby Grenada-born UK poet, playwright, journalist and ously, however, this does not apply to everyone.” novelist Jacob Ross in Gozo.

22 CHiLD MARCH 2016

Children’s Books

Books by Clare Azzopardi

“You never feel lonely with a book,” she says. “The book becomes your friend.”

About her love of writing

however, one should be motivated to write creatively from the primary school years.

“The class, the school, the teacher… have to do their utmost to encourage children to read and write, to let their creativity loose and not be afraid to express it.”

About the author’s favourite childhood books Azzopardi grew up surrounded by books. her father was a primary school teacher and she ‘inherited’ the books of her three older siblings. she used to visit the Central Public library at Belt is-sebħ with her sisters Miriam and ruth every three weeks or so, and remembers being an avid reader of enid Blyton and Beatrix Potter. she in fact has a vast collection of Peter Rabbit books.

At around the age of six, she was spellbound by Alice’s Adventures in Wonderland and would not want to let go of her copy of lewis Carroll’s whimsical tale. over the years, she grew out of Blyton but she recently felt the urge to re-read The Magic Faraway Tree and The Adventures of the Wishing Chair, which she used to read and re-read on end.

Besides driving her imagination wild, these books kept her company.

24 Child MArCh 2016

The author enjoyed writing in her primary school years and many teachers would praise her work. But she has no idea what she used to write about as her mother threw everything away!

As an adolescent, she started writing poems and continued doing so through her university days but has since stopped.

Azzopardi, however, never dreamt of becoming a writer; she wanted to follow in the footsteps of many of her family members and become a teacher. But when she met Trevor Zahra and he encouraged her to take on a project called Stilel (stars) – her first writing project – she realised she had to start taking writing seriously.

“All of a sudden writing became almost a job, in the sense that like any other job, you have to dedicate time to it, be disciplined and you have to work hard to get results.” her hard work certainly paid off. she is now an award-winning writer for children and adults and editor with Merlin Publishers, besides lecturing. Many of her works have been translated into different languages and published abroad. in recent years, she has also written a number of plays for adults.

Azzopardi admits that one day she might perhaps decide to write solely for children, because it gives her a “lot of freedom”.

“Through writing for children, i can do whatever i want,” she says.

CREATIVITY

28 CHiLD MARCH 2016

CREATIVITY

CALLING CREATIVE

KIDS! Well, actually ALL children can be creative.

Over the next few pages we explore two local enterprises whose mission is to unleash children’s power of imagination, inventiveness and creativity.

This magazine likes to celebrate ventures like this because they help produce future adults with new ideas and ways of thinking.

CHiLD MARCH 2016 29

CREATIVITY

THINKING: THE

TREASURE WITHIN

By Joe Woods Creativity is contagious. Pass it on.

– Albert Einstein round 100 years ago a 12year-old boy was taken out of school by his mother because she had an argument with the headmaster. His mother based his education on encouraging him to always ask ‘why?’ and be curious about things.

The name of the boy was Thomas Alva Edison and when he died he left 1039 patents behind, amongst which was the light bulb.

I guess one might say that he was a genius. Maybe, but let me share with you what Albert Einstein said about children: “Every child is born a genius”.

But from the moment we are born, we are primed and encouraged to get into school and after 15 years within the education system what do we get? We are now educated but no longer geniuses.

Education comes from the Latin word educere, which means to extract and not to fill up. The minds of our children are constantly being filled up with information during an era in our civilization when information is readily available to everyone, anytime. Moreover, technology is advancing so rapidly that a good percentage of children who are 10 today will work in a job that hasn’t been invented yet.

If there is something which is obvious it is the speed at which the world is changing. New technologies and new modes of living are being created continuously and it is very difficult to keep track of what is happening.

Apart from the speed of change, the change which occurs today is not linear but disruptive and chaotic. So how can we prepare our children for the challenges that they will face?

The truth is that apart from intellectual capital, children also have a creative capital that can be used to counteract

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30 CHiLD MARCH 2016

these challenges and that can be extracted through creative thinking tools.

First I think that learning creative thinking, as different from logical and critical sources to teach thinking, must be a skill that we need to these important skills teach children very early in life. Creative in our schools. thinking will help them open their eyes, How can we expose be able to read the signs of the times and our children to creative generate solutions to the challenges they thinking? will meet either at school or at home, at First it is crucial that we work or in their personal relationships. encourage them to view When we come to creative thinking, things and situations in a Malta is blessed in that one of the different perspective. world’s leading gurus in this field is Secondly a creative person none other than Edward de Bono, the needs to have a lot of confidence developer of Lateral Thinking. and self-esteem. We must encourage them to act and to sometimes It was around 1969 that Dr de Bono acalso risk. In the world of creative thinktually developed Six Thinking Hats, othering there is no such a thing as failure. wise known as Parallel Thinking. More We instead speak of learning exthan 500,000 people around the world are trained in this thinkperiences. Fail, fail quickly, fail ing methodology. Dr de cheaply, celebrate failure, “One Bono developed various learn from failure, then of the most other thinking tools which move on. valuable skills is can help us tap the creIn the creative thinking the generation ative capital within and world there are no probof new generate value through lems. We usually use the ideas” idea generation. word problem for a reason Unfortunately, we don’t not to do something. Instead find creative thinking in our we have challenges: they are like hurdles that when overcome, schools and colleges except for the make us better students, better workers Edward de Bono Institute at the Univerand better people. sity of Malta which runs a Masters proOver the last couple of years our team gramme in Creativity and Innovation. has been developing a ‘School of InvenHere I must admit to some truth in the biblical quotation, “No prophet is a tion’ for children. The idea behind the prophet in his own land.” school lies in the fact that children have On the other hand let me quote the an innate ability to think and act in a creFramework for the Education Strategy ative manner and that this creative for Malta 2014-2020: “The Ministry seeks power can be channelled and focused to improve students’ learning experito create something new. This is why the school will put a lot of emphasis on fosences by encouraging creativity, critical tering the children’s creative capital. literacy, entrepreneurship and innovaThe main purpose of the school is to tion at all levels.” inspire children to generate a passion So the Ministry of Education and Emfor invention. It will give them the necployment acknowledges the importance of creative thinking and entrepreneuressary skills to transform their imaginaship, but the challenge now is how the tion into something concrete that they ministry will develop the necessary recan see and feel. This is done through

CREATIvITy courses and hands-on workshops in creative thinking, communications, science and technology and ICT. The school also uses alternative ways of learning like the Forum Theatre where students are immersed into a play in which they drive the script as they go along.

The pedagogy which will be

By Coryse Borg used will be different from traditional methodologies. Twenty If you hear a voice within you say, per cent of the course’s time will ‘You cannot paint,’ then by all means be devoted to tuition while the paint, and that voice will be silenced remaining 80 per cent will be – Vincent Van Gogh focused on learning by doing woman once asked her fiveand hands-on work by students. year-old grandchild what she In the longer term, the School had just drawn. The girl had of Invention will prepare and scribbled something in green empower children towards the and told her grandma it was a crocodile. emerging Innovation Society, a The woman replied: “No it’s not! Why society in which one of the most don’t you colour this circle and keep valuable skills is the generation within the line?” of new ideas.

The story is recounted as a cautionary The school was inspired by tale by Nicole Farrugia, an art teacher at St the work of, among others, EdClare College secondary school. ward de Bono, Sir Ken Robinson, a proponent of creative “Adults play such an important role at education, and Peter Thiel, the this stage. We must be careful not co-founder of Paypal. to kill children’s imagination at Creolabs, the comsuch a young age!” she expany behind the claims. “They should feel “Art helps School of Invention, proud of what they’ve you think outside is a start-up which created. Each child is the box and act unique, and that is the is hosted at the Micreatively in everybeauty of it. It will encrosoft Innovation day life. Society courage them to conCentre within the tinue experimenting and Skyparks Business needs creative trying new things.”

Centre. The team of thinkers” Children of primary age, tutors who will lead she says, usually do not have the sessions are trained any inhibitions and are willing to to inspire and engage stuexperiment. They create for the sole purdents to generate a passion for pose and enjoyment of creating and not inquisition and invention. to be better than others or to pass an For the time being, the school will cater for students between exam. Academic talent is only needed 10 and 13 years and the comlater if students choose art for O’ level. “If art is your passion and you are ready to pany is already planning to start work hard at it then by all means go for it. courses for young participants If it becomes something that upsets you between 14 and 18 years. then you should let it go,” she advises.

But when she teaches art to the Form 1’s Anyone interested in knowing and 2’s she tells the pupils that all that is more about the School of asked of them is to experiment, have fun Invention can contact Creolabs through emailing and try their best. “There is no right or joseph.woods@creolabs.com.mt wrong!”

Art AS A wAy of life

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32 CHiLD MARCH 2016

Nicole believes that when children are encouraged to express themselves creatively it builds their confidence and will help them to solve problems creatively in any field they eventually go into, even if they abandon art altogether.

Her views are shared by Simone Stilon Tabone, the principal of KidzArt, which has been operating in schools and centres around Malta since 2011.

Simone’s programme, which teaches drawing skills using high-quality art materials to children from kindergarten age to 11, is not just about art: she believes it also promotes problem-solving, enhances learning, builds self-confidence and celebrates individual style.

Teachers in the creative arts – including art, theatre and dance – are preparing children to be the problem-solvers of the future, she says.

“Art is not just about drawing… it’s a way of life. It helps you think outside the box, and think and act creatively in everyday life. Society needs creative thinkers.”

The KidzArt programme seeks to create an environment where there are no mistakes, allowing children the freedom of taking risks. Through their art projects, the children learn problem solving techniques.

They also learn how to use 2- and 3-dimensional mediums. They learn about the great artists and different cultures. They learn the different forms of design such as perspective, form and colour.

Simone, an artist herself who is specialised in art education, firmly believes that creativity plays an important role in the development of every individual, since it develops a sense of beauty and appreciation of the world.

CREATIVITY “Through art, children not only learn how to paint, but they also become more confident and independent individuals – essential qualities for character formation. It helps them develop intellectually.”

Some children, she says, are born with the ability to create in a more natural way than others. And some need more help to project what they feel or see. But all are able to create.

“In our classes, we give all the children the skills and the knowledge to learn and to excel.

“Apart from teaching children how to draw and paint, we go a step further and make them aware that art is really all around us. Our role is to help them see and understand form, colour, perspective and other elements of art. Once all these elements are put together, they start to understand, and then to create.

Give them the knowledge together with lots of encouragement and they will succeed!”

Children should also be exposed to art from an early age, be it in

drawing classes or visits to art museums, says Simone, who has held two personal exhibitions and has taken part in or organised several others.

Nicole too is a great advocate for children being exposed to art at an early age.

“Abroad there are museums that cater for young kids and make it an enjoyable experience especially when the artworks are interactive and kids can touch,” she says.

“I think in Malta we are very limited; we lack these places and also a variety of works from different artistic movements.”

With so many budding artists coming out of KidzArt, that may be about to change.

For more information about KidzArt, please contact Simone Stilon Tabone on 9989 1791 or kidzart@go.net.mt.

Facebook page: KidzArt Malta

Children’s work on display To celebrate five years of KidzArt in Malta, an exhibition entitled KidzArt Goes Local, ‘Malta Through A Child’s Eye’, was organised at St James Cavalier Centre for Creativity and Pjazza Teatru Rjal in Valletta last December.

The students explored various features of the island such as architecture, landscape, food, plants, wildlife and marine life, using a variety of mediums.

“Who says that the work of a child is less valid then that of an adult?” ponders Simone. “And why not in a real art gallery in the heart of our capital city?

KidzArt strongly believes in the importance of displaying children’s art, as this builds on their self-confidence.

This project was also important for the children as they learnt more about their island and Maltese culture.”

TOP TIPS

HEADS UP, HELMETS ON! With all the scooters, bicycles, ride-on toys and skateboards on the market these days, it is important to remember to protect the heads of the children who enjoy them.

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s the weather gets warmer and the days become longer, we’ll all be looking forward to seeing our kids spending more time on their scooters and bicycles. Doubtless this is a wonderful thing as not only will they be having fun, they’ll also be enjoying a healthy and active lifestyle. However, at the same time, it is Place the helmet really scary to see so correctly on many of our children the head around Malta and Gozo not wearing a protective helmet. Studies show that bicycle helmets can prevent up to 85 per cent of head injuries.

Adjust the While the exact figure straps so they might be debatable, fit comfortably there is a broad conunder the ears sensus that the sinand under the gle most important chin factor for child safety during activities like these is a good, high quality helmet.

This leads us to the question of which helmet can offer the best combination of protection, comfort and style for our little ones. Here are a few tips…

1

Go for a quality helmet, and ensure it has safety certification from an internationally recognised institution. Involve your children in the decision process and explain the importance of wearing a helmet and the risk and danger of not wearing one.

2

Pick the right size and ensure the helmet is correctly worn. If it is too small, it will not provide full head coverage, in particular the forehead. On the other hand, if it is too big, the fit will be loose and the helmet can easily come off or move around providing inadequate protection. For a best fit, make sure that, when worn, the helmet is level to the ground and that you can fit one to two fingers between the eye brow and the helmet.

CHiLD MARCH 2016 37

TOP TIPS Remember that V is for victory.

Adjust the straps so that they meet in a V under the ear.

3

Make sure that the chin strap is snug under the chin. At most, only one finger should fit underneath between the chin and the strap.

4

Ideally, the helmet should be equipped with a wheel at the back to allow for adjustment to achieve a near perfect as well as comfortable fit. Such a feature will also allow the helmet to be adapted as the child grows.

5

If the helmet is equipped with a chin pad, adjust to fit nicely under the chin for additional protection.

6

Now the fun part. Let the children explore and have fun. At the same time, make them aware that they should remove their helmet before using playground equipment so as to avoid any possible injury.

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Some may argue that the use of a helmet might spoil the fun for our kids. We all know that safety is paramount though. Involve the child in the selection process and help them choose a helmet that is attractive to them. In this way they’ll find a helmet which is comfortable and that they are happy to use, while you’ll be satisfied that they have sufficient protection. Teaching children to wear a helmet from a young age helps as

well. Also, keep in mind that as children grow older, and eventually become more peer-oriented, they become more sensitive to wearing a helmet that looks cool!

This article was prepared by David Cutajar from Crazy Safety Malta, local authorised agents of the 3D Crazy Safety helmets and accessories. For more information visit www.crazy-safety.com or send an e-mail at info@crazysafetymalta.com.

NEWS YOU CAN USE

Children on the move UNLEASH THEIR POTENTIAL

By Marlene Mizzi MEP Recently, the European Parliament approved a report called The role of intercultural dialogue, cultural diversity and education in promoting EU fundamental values. It seeks to strengthen the role of education in human rights, freedom of thought, mutual respect, integrity, ethical principles and cultural diversity. was pleased to have contributed to this report and to have taken an active part in this interesting debate with my project “Children on the Move”. This report addresses one of my ‘dreams’ – that of giving opportunities to all children to travel, be exposed to cultures, traditions, history, the arts and languages of other counties. Without in any way undermining the importance of the traditional school subjects, we must neither undermine the importance of travel as a mind opener – especially so for the yet malleable mind of a small child.

While reading, writing, maths are indispensable, we must endeavour to have more ambitious investment proj-

I

ects for young people. This is particularly important for those who live in geographically insular countries and/or belong to a social strata which does not allow them to leave their environment; for those who may know of a wider world somewhere, but do not know how, or have the means, to go about reaching out for it. These are the young people who will find it difficult to exit the box they have been born into.

Malta, as an island state, is a perfect example.

EU programs like Erasmus+ have opened a world of opportunities for many young people. But this initiative must be taken further and deeper. We must cascade it down to younger age groups – age groups whose mind is still open to information like a sponge is to water.

Young children – and I am thinking of the 10/12 age bracket – must also be given the opportunity to be exposed to cultures, traditions and languages of other European counties by having age appropriate, well designed, supervised visits as part of their educational curriculum. The visits to other countries are not meant to be an excuse for a holiday but carefully planned excursions, with age appropriate programmes, accompanied by adults well versed in the geography, arts and culture of the cities visited.

Suggesting that children are taken abroad in order to broaden their outlook to life and to make them aware that there is more to the world than their own town or village – as some unfortunately think – is not a novel ideal.

What is novel, is making these visits part of the national curriculum, financed by the EU so that ALL children, in ALL schools are given the same opportunities to taste the beauty of other cultures, experience their arts, history and traditions, complementary to formal education.

This is a challenging project, which requires the input of government ministries, parents, teachers and relevant EU institutions. But this is also an investment in our children, in tomorrow’s leaders, shakers and movers. This is an investment in the society of the future, groomed and honed to embrace diversity and appreciate European values. It is a project with long term benefits, a mind opening exercise intended to unleash a potential which would otherwise remain buried. It is a project in honour of future generations.

It is a complicated and an expensive exercise of course, but as Derek Bok, a Harvard professor once said, ‘’If you think education is expensive – try ignorance”.

“What is novel, is making these visits part of the national curriculum”

CHiLD MARCH 2016 41

PSYCHOLOGY

BULLYING:

helpful and effective. The youngest group comprised 7 to 11-year-olds, the second group were aged between 12 and 15 while the oldest group were between 16 and 18 years old.

The teens were asked to sculpt tableaux of bullying which would then be discussed. Puppetry was used with the younger children, with the victimpuppet interviewing the bully-puppet.

Significant differences emerged from the three groups which reflected Kim Dalli reports on a project that explored the their ages and backgrounds, Mr Mercieca explains. viewpoint of kids on this perennial problem.

“With the youngest “Children very so often, a post pops and the Children’s Fogroup, what struck us were aware up on social media fora rum within the Presimost was a distancing that bullies from concerned parents, dent’s Foundation for from the idea of the needed disclosing that their child is the Wellbeing of Sobully as the ‘baddie’. help” being bullied and seeking ciety, this question was “Some bullies are themadvice about how they should be hantackled from an intriguselves victims of bullying. dling the situation. And each post is ing and surprisingly oftResearch shows us that victiminvariably followed by a long list of neglected perspective: the bullies are the ones who face the comments, often proffering dubious – children’s own viewpoint. most difficult scenarios in life. Those who turn to bullying as a solution are if well-meant – advice, ranging from And don’t be misled, there’s a lot for the ones most affected psychosocially. the outlandish to downright no-nos. adults to learn, says dramatherapist “Children were aware that bullies So how should parents respond if Daniel Mercieca. needed help and that although we they suspect their child is being bulThe institute consulted three groups of children about their understanding lied? In a recent project facilitated by need to challenge the bullies and tell the National Institute for Childhood of bullying and what responses are them to stop, we also need to offer

through the eyes of children

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CHiLD MARCH 2016 43

PSYCHOLOGY

them a space where they can reflect on their actions and where we can ask them to think about why they’re bullying others.”

Mr Mercieca attributes this way of thinking, which was very dominant amongst the youngest group, to a number of reasons.

The way children are being educated on bullying and the emphasis placed could be one contributing factor. However, the younger children could also have told Mr Mercieca and the other experts what they thought they needed to hear. The idea of using drama was specifically geared towards eliciting a more spontaneous response from the children.

Yet this group also found it more difficult to differentiate between bullying and fighting. For bullying to occur, it must be done in an intentional, repeated manner with the aim of harming someone physically or psychologically. There must also be a power imbalance.

“Everything becomes bullying for them – teasing is bullying, lack of agreement is bullying. We wondered about this – does this come about from 44 CHiLD MARCH 2016

e for Childhood and the Children’s Videograbs from the project of the National Institut Wellbeing of Society.

Forum within the President’s Foundation for the

“Parents must be aware of the internal and external barriers to speaking up”

the extent to which we are speaking to them about bullying?

“The term ‘bullying’ seems to have entered school culture in a way which we didn’t predict. In the Maltese language, the term ‘bully’ actually carries positive connotations. The context and scenario have changed. We need to learn that, perhaps, by overinflating bullying, we risk educators minimalising or trivialising it.

“Has ‘bullying’ become another buzz word? Perhaps it has…”

The younger group also spoke about wanting to reach out to children who were being bullied.

“The predominant messages were: ‘Don’t stay there, do something about it, speak up, tell your teachers’. In fact, with the first group, teachers and adults were portrayed as being very effective in addressing the children’s problems.”

With the second and third groups, however, this theme took on a variety of complex shades because the youths were acutely aware of the barriers which hindered victims from speaking

up. This included intense fear and trauma and the fact that speaking up might sometimes actually lead to intensified bullying.

The oldest group was also more jaded about the effectiveness of speaking up.

“This might be related to the fact that society and our educational system have not provided them with a positive experience of schooling. That, in turn, may have influenced the way they perceive our ability to help them,” Mr Mercieca observes.

In fact, the third group perceived bullying as being inevitable – it was always there and always will be.

“We discussed this at length with them because we believe that this perception can be challenged and that we truly can have interactions which are free from bullying,” Mr Mercieca explains.

“This naturally doesn’t mean that there won’t be conflict or power dynamics. But the oldest teens’ perception is that bullying is all over the place.”

PSYCHOLOGY

DOs and DON’Ts ✔ DO familiarise yourself with the anti-bullying policy of your child’s school and speak to the school first if your child is being bullied there.

✘ DON’T trivialise bullying or tell your child to get over it.

✔ DO approach the anti-bullying unit within the Education Department.

✘ DON’T approach the bully yourself. Always go through the organisation where the bullying is taking place or to the bully’s parents if it is occurring at the swings or playground.

✔ DO bring your child into the solution by empowering him/her and asking what they would like you to do about it.

Cyber bullying was also a particularly damaging experience for teenagers. Yet they approached it with the same sense of inevitability, almost as if it were a rite of passage.

“For teenagers, social media is not a commodity like it is for us adults, but is a seminal part of their lives and a site of identity construction. They are very much aware they may be rendering themselves vulnerable to cyber bullying.

“Despite knowing they may protect themselves in certain ways such as exerting more caution when it comes to adding people to their profiles, it is almost an issue of: ‘I know I’m making myself vulnerable but I can’t do otherwise’.”

Yet despite their assertion that bullying is a commonplace experience, the oldest group also sent out a powerful message to adults to not take shortcuts and to not trivialise or normalise bullying.

“Do not say things like: ‘It will be okay’, or ‘don’t pay attention to him and it will stop’. Bullying needs to be given 46 CHiLD MARCH 2016

full attention – that was the resounding message from the oldest group.”

The teenagers in the groups also admitted that they might not seek help out of a sense of shame but that this was something they later regretted.

Adults also needed to actively reach out to victims of bullying and not merely expect them to access the services by themselves.

“Even if teens don’t show you they need help, that doesn’t mean they don’t wish you to take an interest as their parent and to be present and ask the right kind of questions. They might not initiate the conversation themselves but that does not mean they do not want to have it.”

The issue of double failure was one which weighed down heavily on many victims of bullying. Schools and parents expected children to speak up and report the bullying. But if the children didn’t manage to do that, they tended to feel like a double failure.

“Parents must be aware of the internal and external barriers to speaking

✘ DON’T take the law into your

own hands. This passes a message to the child that they can’t rely on organisations or on other adults to help them.

✔ DO make your child feel safe

by letting him/her know that you are going to do something about it, be it approaching the school or helping your child learn the right skills.

up. For instance, is easier to speak up if you identify with a majority group in your school. But this becomes more complex if you belong to a minority group such as ethnic minorities or if you are LGBT or disabled.

“There emerged a strong message directed at us adults to not victimise the victim even more through our actions and make the victim almost feel responsible for not speaking up. This is not helpful in any way.”

PRodUCTS & SERViCES

SHOPWiNdoW Easter gift they’ll cherish for life How about encouraging your children to start saving this Easter by opening an APS Star Account in their name? Each account can hold a maximum yearly deposit of €1,000, thereby giving the account holders an opportunity to save up to €18,000. A gift will be given to the child following the initial deposit. For more information, visit apsbank.com.mt/star-account. Or call APS Bank on 2122 6644.

Spring collection for kids From their first pair of baby booties to newborn baby grows and sleepsuits, have a look at the beautifully designed newborn girls’ and boys’ clothing collections for the season.

Adorable fruit inspired pieces make up Summer Crush, a colourful addition for the season. Not to mention gorgeous girls’ and unisex baby clothing in neutral colours and subtle pinks from My First Wardrobe. We love the check girls’ dresses, pastel print tops and embroidered jeans. Explore the Capri story for laid back tees and boys’ shirts which look cool with coloured chinos. Whatever their style, we’ve got the season covered.

Protection from stretch marks Maternea’s anti-stretch mark cream contains specially selected active ingredients that maintain the elasticity of the skin, hydrate it and protect it from stretch marks. The active complex Regestril contained within this cream stimulates cell regeneration in the deep skin layers, speeds up the regeneration processes and facilitates collagen and elastin synthesis. This rich, nourishing cream also contains almond oil, jojoba oil and vitamins C and E. This is but one from a range of Maternea products that are all specifically designed for use during and after pregnancy.

Please consultant your pharmacists for more information.

Natural, organic skincare for mum and child Mommy Care specialises in the production of skin care products for expecting mothers, babies and children and makes it a point of developing natural and safe products for use during the time when skin is most sensitive. The line of maternity products can be used to prevent stretch marks and help the body retain its shape after pregnancy. All products are especially suitable for the most delicate and sensitive skin. Mommy Care, a natural and organic range of products, never use parabens, petroleum based ingredients, SLS or any other controversial ingredient. For more information and samples, contact the brand’s exclusive distributors, Alfred Gera & Sons Limited, Tel: 2144 6205/6.

Baby products for the best start With 30 years of clinical experience in baby feeding, Philips Avent has been designing and manufacturing products that are inspired by nature and have been developed through extensive research and clinical trials. our products will help to support the choices mother’s make, whether breastfeeding, bottle feeding or combining the two. Then as your baby grows, the ranges interchangeable design features mean the products can be adapted to meet your baby’s developing needs. Philips Avent offer a full range of baby products from bottles, cups, soothers, electric and manual pumps, breast pads, monitors and much more. Philips Avent is exclusively distributed by Alfred Gera & Sons Ltd, Tel: 2144 6205/6.

PRODUCTS & SERVICES It’s the little things…

Munchkin offers your child a wide range of interactive toys that make bath time fun. From a Bath Fun Bubble Blower to Undersea Explorer, Bath Tea and Cupcake Sets and a large selection of bath toys, Munchkin is sure to keep your child entertained. With their bright and vibrant colours, Munchkin toys are designed to help engage sensory skills and encourage your child to learn how to develop play patterns and interactive play. Munchkin also offers a wide range of feeding bottles, spill proof cups, training cups, flip straw cups, dining sets, door bouncers, safety car mirrors, backpacks and much more. Available in leading supermarket, pharmacies and baby shops. Exclusively distributed

by Alfred Gera & Sons Ltd, Tel: 2144 6205/6.

Protective, soothing and healing Skin irritation, particularly in the nappy-covered area, is very common among babies and young children. The symptoms can be unpleasant and require special care.

Bebble’s nappy rash cream has been developed to resolve skin irritations quickly and effectively. It provides instant relief and sooths itching, redness and discomfort caused by sore or damaged skin in areas such as the nappy area, elbow folds, armpits, knees, behind the ears and on the neck. This is but one from the Bebble range of dermatologically tested, hypoallergenic baby care products.

Please consult your pharmacist for more information.

Imagination and creativity Early Learning Centre toys are designed to help your child learn as they play. At Early Learning Centre, we do all we can to help mums help children grow into happy and self-confident people. We create fantastic toys that help develop vital skills, that help children get off to the best possible start and that are tremendous fun. All toys are designed to help children explore the boundaries of their imagination and creativity, and to make learning fun. Get 10 per cent off on presentation of this voucher (valid until April 2, 2016 – terms and conditions apply).

Effective relief from bloating Bloateze is very effective at relieving trapped wind (gas) and bloating. It is unique as it contains two active ingredients in one tablet, carbon (activated charcoal) and simethicone which work together to eliminate gas and provide relief from that uncomfortable feeling of bloating. Bloateze begins to work very quickly and results can be felt within 15 minutes, working solely in your intestines. It is safe to be taken with all other medication. Bloateze is available, over-the-counter, from all leading pharmacies.

Goodbye to stretch marks All Mustela products have a unique combination of naturally-derived active ingredients which activate the production of fibres in the skin, strengthening the skin and allowing it to become more supple, elastic and resistant to the causes of stretch marks. For prevention, Mustela offers Stretch Prevention Cream or Stretch Marks Prevention Oil. Both are applied twice a day to the area’s most prone, from the start of pregnancy up until three months after birth. For existing stretch marks, the Stretch Marks Intensive Action Cream is ideal. This is applied twice a day to existing stretch marks and can be used together with the prevention products. The efficacy of the products is scientifically proven with 90 per cent of women not having developed stretch marks.