Child (May 2019)

The magazine for parents

CHiLD ISSUE 64, May 2019

MEDIA LITERACY

PARENTAL ALIENATION STEM SUBJECTS

CHESS AS A SPORT

INTERVIEW WITH

GIORGIA BORG

PLUS: exam tips, breakfast ideas, lifestyle guidelines

CHiLD

Cover photo

by ITV

ISSUE 64 May 18, 2019

Contents

Chasing dreams

Features

The young girl on the front cover of this issue of Child, Giorgia Borg, recently made the headlines after stunning audiences at the popular TV show Britain’s Got Talent. The video of her performance went viral and in a couple of weeks registered about seven million views on YouTube.

Giorgia follows another two Maltese girls who set foot on that stage: Destiny and Amy Marie Borg, both of whom also made it to the live semi-final shows.

These girls are testament to the maxim that hard work pays off. Because ultimately, talent and a bit of luck are not enough − you have to hone your skills, whatever they might be.

Making it to such competitions is also impossible without the full support of caregivers. However, as Giorgia’s parents say in the interview, the most important thing is your child’s happiness and thus one should not force them to do anything they don’t want to do or push them too hard to be the best. Parents should, first and foremost, listen to their kids just as Giorgia suggests in her song 10.

This edition of Child delves into various issues where parents’ role is crucial. These include media literacy, where guardians are to help children understand what is fake news and not, what is relevant in the media and what is not, and teach them how to use social media properly.

Parents and guardians should also guide their children in choosing their career path. Why not encourage them to take up STEM subjects if they are interested in these subjects?

Child takes a look at various initiatives being taken at a national and European level to draw more children to science subjects, especially females.

The magazine is also delving into a number of healthrelated subjects. An article discusses how vaccination is not a parent’s choice but a child’s right, while another details WHO’s recent guidelines on physical activity for children aged one to five.

Other subjects covered include parental alienation, playing chess and the ancient practice of mindfulness.

There are also a few tips for those whose children are currently sitting for exams − as exam time can be as stressful for the children as for the parents or even more. So good luck to your kids and to you too!

4 Arts: Giorgia Borg interview 6 Education: STEM subjects 12 Technology: Evaluation of information 17 Sport: Playing chess 24 Health: The need for vaccinations 28 Exercise: Guidelines for the very young 32 Parenting: Marital separation 34 Psychology: Practising mindfulness 36 Food: Breakfast tips 38 Leisure: Science project

Regulars 10 Top Tips: Surviving exam time 20 Top Tips: Loving books 41 Shop window: The best of goods and services

Correspondence to the editor may be sent to: The Executive Editor, Child Magazine, Times of Malta, Triq l-Intornjatur, Mrieħel, BKR 3000, or send an e-mail to stephanie.fsadni@timesofmalta.com

Executive Editor Stephanie Fsadni Publisher Allied Newspapers Limited Printing Progress Press Limited Production Allied Newspapers Limited Contributors Angela Andreinski, Jessica Arena, Sandy Calleja Portelli, Noel Grima, Renee Laiviera. Cover Giorgia Borg. Photo: ITV Design Krista Bugeja Advertising Sales Amanda Gauci (tel: 2276 4332; e-mail: amanda.gauci@timesofmalta.com).

All rights reserved. © 2019 Reproduction in whole or in part without written permission of the publishers is prohibited.

CHiLD MAY 2019 3

ARTS

SINGING HER HEART OUT Child meets Giorgia Borg, the young singer who became an overnight sensation after performing on Britain’s Got Talent.

She encourages other girls to follow in her footsteps and chase their dreams but warns that nothing worth having comes easy.

or many, the name Giorgia Borg did not ring a bell until she stepped on to the Britain’s Got Talent stage last month. She stunned the show’s judges, the audience and viewers at home with her vocals and her original song 10. Since then, her performance has reached close to seven million views on YouTube.

“It’s been my biggest dream to be on that stage. I’ve watched the show on YouTube for a long time and now I am on the show.

I can’t believe it,” Giorgia says.

The 10-year-old girl reveals she was very nervous and excited at the same time before the performance and just hoped the show’s judges – Simon Cowell, Amanda Holden, Alesha Dixon and David Walliams − would like her. She also admits she was actually quite intimidated by Cowell, who is never easy to please.

However, she did her utmost to impress him and enjoyed singing before that massive audience.

“It was incredible. I was living my dream. I knew I had to do my best too,” she continues.

Her vocals and her talent certainly left their mark, with judge Dixon pressing the Golden Buzzer – each judge may only press this buzzer once during the season – sending her straight to the semi-finals.

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“I couldn’t believe it was happening to me. I was totally speechless and to get it off Alesha, my favourite judge, made it even more unbelievable," she says.

Giorgia is, however, no newcomer to the stage. She showed her vocal prowess from an early age and started taking singing lessons at La Voix School of Performing Arts when she turned five. She has since participated in a number of local and international festivals, placing third in the Malta Junior Eurovision Song Contest in 2018, first in the Italian contest Una Stella Sta Nascendo in 2015 for best junior talent and first at the 2017 Sanremo Junior, among other achievements. Her participation in Britain’s Got Talent may yet be her toughest test so far.

Before the performance, she practised hard while taking care of her voice.

“I actually got really sick with high fever a few days before, which was tough, but with the extra care my parents gave me, I recovered quite quickly,” Giorgia points out.

Her parents’ support is indeed “extremely important” for her.

“Without my parents, I wouldn’t have had this amazing opportunity. They’ve always believed in me and encouraged me all the way,” she says.

“It was incredible.

I was living my dream”

4 CHiLD MAY 2019

ARTS Currently, the girl is juggling between school work, singing practice and the competition, travelling to and fro London.

Giorgia confesses that it’s no piece of cake but her parents are doing their best to help her keep up with her studies.

“We don’t know how we cope, but we do,” her parents say. “There is lots of communication between singing practice and private lessons and lots of messages between us.”

Meanwhile, they praise the crew behind BGT for making the experience a pleasant one.

“The whole team was very kind to us. They treated us very well the whole time we were there. Giorgia is a bit of a comedian too, so she made the process fun as well.”

The girl is looking forward to BGT’s semi-finals, which should take place at the end of this month, and believes she stands a chance of winning the contest.

“I think I can win it. However, all I can do is my best and then we will see,” she says.

In future, Giorgia would love to become a famous singer like her favourite stars − Lady Gaga, Sia, Bruno Mars, Jessie J, Beyoncé, Cardi B, Ariana Grande or Bishop Briggs – or else a doctor.

She believes that everyone should chase their dreams, whatever they may be.

“Do what makes you happy. Take that first step and just do it. It’s a lot of hard work but, as long as you enjoy it, that’s the main thing,” she enthuses.

Her parents encourage other guardians to, first and foremost, listen to their children − just as their daughter’s song suggests.

“Don’t force them to do something they don’t want to do. It’s not about being the best singer or best football player or whatever your interests are,” they note.

“It’s about your child’s happiness, seeing that smile on their face when doing what they love most. Encourage your children to work hard for what they want because nothing comes for free.”

Giorgia Borg with her parents as she gets a hug from BGT judge Alesha Dixon.

PHOTOS: ITV

Competition Pemix Distributors Limited is giving readers the chance to win €50 worth of Babylino Sensitive products by answering the following question:

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Answers, including your name, surname, telephone number and e-mail address, are to be sent to Amanda Gauci on amanda.gauci@timesofmalta.com, until the end of May. The winner will be announced in the next issue of Child. The winner of the last issue is Lara Agius.

Terms and conditions: The voucher is valid for six months. It can be redeemed on Babylino Sensitive products only (whole available range). Products will be given at consumer prices.

CHiLD MAY 2019 5

Education

Breaking the barriers in STEM Despite some developments, the ICT gender gap in Europe is still wide. Renee Laiviera, Commissioner at the National Commission for the Promotion of Equality, discusses what is happening at a European and local level to address this issue.

2 9-year-old uS computer scientist named Katie Bouman was last month recognised for helping to develop the algorithm that created the first ever image of a black hole. also this year, Karen uhlenbeck became the first woman to win the prestigious norwegian abel Prize for mathematics. there is, however, still a long way to go before women can claim to be on par with men in such a male-dominated world of science. compared to 572 men, only 17 women have won the nobel Prize in physics, chemistry or medicine since Marie curie’s awards in 1903 and 1911. Statistics show that of all the world’s researchers, women make up less than 30 per cent while, according to unesco data, only 30 per cent of all female students select a field related to science, technology, engineering and mathematics (StEM) in higher education.

Moreover, according to a 2015 study entitled ‘Gender Bias without Borders’, only 12 per cent of women work in an identifiable StEM job. this data shows that only a small number of women actually pursue a career in the sector in spite of the fact that there are 96 per cent of women who use technology on a daily basis compared to 92 per cent of men. to raise awareness on achieving full and equal access to and participation in science for women and girls, the united nations declared February 11 as the international day of Women and Girls in Science. this day contributes to the breaking of stereotypical barriers which discourage women and girls to pursue a career in the sector.

Malta, together with the Royal academy of Science international trust (Rasit), is the founder of this international day,

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6 cHiLd MaY 2019

US computer scientist Katie Bouman (left) was last month recognised for helping to develop the algorithm that created the first ever image of a black hole.

having put forward a resolution that was adopted by the un in 2015. in addition, numerous initiatives and campaigns have been set up to further promote gender equality in StEM. the Rasit Forum has now reached its fourth year. this forum creates a bridge between women and men and tackles strategies, expertise and resources among policymakers, professionals, civil society and the private sector to invest in women in science and to identify implementation gaps and co-create action plans. an initiative developed in Poland, called ‘Girls as Engineers and Girls go Science’, introduces technical and engi-

Education

neering studies to high-school girls and promotes the attractions and long-term potential benefits of a career in one of the tech professions. there are also a number of other measures directed towards younger, recently graduated women or women rethinking their professional careers. these measures include special ‘webinars’, women’s training programmes, free expertled training and internships that can lead to opportunities for a paid job. in Poland, a community called ‘Geek Girl carrots’ brings together women administrators, analysts, application architects, developers, graphic designers, it managers, programmers, social media specialists, system architects, start-up innovators, computer science students and many more. Since its inception in 2011, this community had 638 meet-ups where people gathered to share their knowledge and experiences. the Bulgarian centre for Women in technology (BcWt) inspires, motivates and supports girls and women to find their place in the digital world. in Bulgaria, 90 per cent of employees in the it sector are under the age of 35 and a third of it specialists are women. this organisation networks and collaborates with it businesses, business incubators and nGos in the implementation of regional innovative projects. the objective is to contribute to a much-needed change of mindset and to encourage women to choose ict and develop a career in the sector.

Some nGos and ict companies in Bulgaria have combined their efforts to overcome gender stereotypes in order to attract more talented women into ict, through awareness raising on gender issues at company level and through support measures provided by employers. in 2018, the eSkills Malta Foundation launched the ‘Guidelines to increase and Retain Women in ict’. this foundation is the national coalition forming part of the

Karen uhlenbeck won the prestigious norwegian abel Prize for mathematics in March.

Grand coalition for digital Jobs. these guidelines were launched with the understanding that even though studies show that having more women in the digital jobs market will create an annual €16 billion GdP boost for the European economy, the ict gender gap in Europe is still wide.

For this reason, and as part of the digital agenda, the eSkills Malta Foundation is committed to increase the participation of girls and women in digital jobs as part of its objectives. in the Eu, the commissioner of digital Economy and Society, Mariya Gabriel, has also launched various initiatives to challenge stereotypes, promote digital skills and education and advocate for more women entrepreneurs. the ‘declaration on Gender-Balanced company culture’ encourages enterprises to adopt a hands-on approach to close the gender gap in digital skills and career opportunities, while the ‘no Women no Panel’ is an initiative that aims to bring awareness on genderbalanced discussion panels. the European commission also set up the annual scoreboard to monitor women’s participation in the digital economy. it assesses Eu countries’ performance in the areas of internet use, internet user skills, specialist skills and employment. during the launch of the ‘Guidelines to increase and Retain Women in ict’ in 2018, the Minister for European affairs and Equality, Helena dalli, said: “if more women become involved at decisionmaking levels, all sectors, including ict, would experience more gender equality because even at recruitment stage, employers would be less prone to let gender stereotypes take over.” it is in this context that the number of women like Bouman and uhlenbeck can rise — by challenging the traditional gender stereotypes and make inroads in this male-dominated sector for the benefit of society.

“Only a small number of women actually pursue a career in the sector”

Polish-French physicist Marie curie (1867-1934) conducted pioneering research on radioactivity. She is the only woman to have won a nobel Prize in two different science: in 1903 for physics (together with her husband Pierre and physicist Henri Becquerel) and in 1911 for chemistry.

cHiLd MaY 2019 7

Education

How the challenge is being addressed in local schools the StEM initiatives organised by the directorate for Learning and assessment Programmes target all students and aim to nurture their interest and motivation to engage in StEM subjects. one of the initiatives is the Junior Science club, an afterschool activity that sees young primary class students involved in problem-solving investigations and tasks. this is currently held in collaboration with two local councils, namely Pembroke and Safi. another activity aimed at primary school students is X’hemM – a play on the Maltese words xjenza (science) and matematika (maths). this is made up of a series of workshops and field trips incorporating maths and science in which all schools are invited to participate. the latest edition was held at the Science centre Pembroke last weekend. the Maths Family connect and the tiny teen Science café initiatives engage not only students but also their parents and guardians. “the involvement of parents/guardians is pivotal to change negative stereotypes as regards StEM subjects and careers, especially for daughters,” desiree Scicluna Bugeja, assistant director at the directorate, said.

Students and their guardians trying to solve maths-related problems in a Maths Family connect session.

the Maths Family connect attracts young students in years 5/6 and their parents/guardians in after-school sessions to discuss diverse opportunities of learning mathematics. Both parents and students work together on different maths problem-solving tasks. “the project started as a pilot last year and a total of eight sessions were held in different primary schools this

8 cHiLd MaY 2019

Schoolchildren admiring an experiment during a tiny teen Science café session.

a student taking part in the Junior Science club.

year. the sessions are very well attended and always fully booked,” Ms Scicluna Bugeja pointed out. in the tiny teen Science café (tSc), StEM professionals are invited to schools to encounter young learners and their parents/guardians to discuss different career paths and opportunities. the aim of these informal encounters is to inform students and their caregivers of the vast range of StEM careers and simultaneously develop their interest in science subjects. one specific StEM outreach initiative addressing female students is the teen Science café Girls, which targets girls in middle, secondary and post-secondary levels. during the tSc Girls sessions, female StEM professionals from different fields encounter these students to relate their success career pathways in StEM jobs. “the aim of these informal encounters is to specifically empower and inspire young girls to pursue StEM studies and careers,” added Ms Scicluna Bugeja. the directorate for Learning and assessment Programme is currently planning a three-day tSc Girls festival between november 6 and 8. during this event, young females will have the opportunity to visit stands of StEM companies to discuss potential career opportunities.

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TOP TIPS

SUPPORTING YOUR CHILDREN THROUGH EXAMS hether it is a fidgety kid preparing for the final year assessment or a moody teenager preparing for ‘O’ or ‘A’ levels, at some point you will have to support your children through exam season. The following tips may prove useful.

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Be prepared for a rocky few weeks. If your child keeps throwing tantrums or if your teenage daughter keeps bursting into tears, don’t take it personally. Think back to your own experiences.

Do you remember moments of anger, panic and frustration? When the storm clouds gather, don’t engage in the argument. Get out of their way and allow them to cool off.

Hide your own anxiety. This can be especially difficult for parents. But you mustn’t be selfish. Remember, your child should never be pressured or made to feel a failure, just so you can boast that they got good grades.

Individuals cope in their own way. Your friend’s child may revise late into the night while yours watches TV or sleeps, but that doesn’t mean he or she will perform any better on the day. Trust your children to find their own revision method. Some prefer to revise little and often, others like to work late at night or early in the morning; some begin their revision right away, others need to feel the pressure before they can get motivated.

10 CHiLD MAY 2019

and wants to say goodbye, you have no right to deprive your son of this opportunity. If you choose not to tell him, be sure about your motives.

Think of yourself as a sports coach. Imagine you’re preparing someone for the big game.

Encourage and help your children to sleep well, to eat healthily and to take lots of exercise.

The mind does not function independent of the body. If someone neglects their health, becoming so preoccupied with revision that they sleep odd hours, rarely leave the house and subsist on fizzy drinks and junk food, their memory and concentration will suffer.

“The mind does not function independent of the body”

Think practically.

Don’t book a carpenter or builder for the week before an exam.

The last thing your child needs is the sound of drills and hammers. And, preferably, don’t invite friends or relatives to stay until it is all over.

Do all you can to avoid exposing them to emotional upset. If you have fallen out with your sister or look set to lose your job, try and keep it quiet until the exams are done. Of course, you will have to exercise a little judgement here. For example, if your son’s muchloved grandfather has weeks to live

Never forget, one day it will be over. If you find the whole experience exhausting, give yourself something to look forward to. Plan a vacation or spa day for the week after the exams.

And don’t expect any thanks (especially from a teenager!). Try not to take this personally. After all, your child was so preoccupied with the things they had to learn they barely noticed your existence. Just enjoy a well-earned rest. You will need it to cope with results day!

TECHNOLOGY

READING THE MEDIA While children seem naturally inclined to use today’s technologies, they may not be as adept at analysing all the information and fake news they are bombarded with.

Sandy Calleja Portelli gives parents advice on how to teach their kids to sort the wheat from the chaff.

hildren are amazing in so many ways, not least in their apparent natural affinity to all things technological. It’s almost as if babies are born knowing how to scroll their way through any mobile device, a skill that seems to blossom as they grow older, so that by the time they are teenagers, their smartphone is almost an extension of their limbs.

Unfortunately, youngsters’ expertise in using computers and mobile devices may not necessarily mean they are equally capable of analysing the information they access on them. So, as we marvel at our children’s technological dexterity, we need to make sure they are also processing information critically and not simply believing everything that comes their way.

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We are almost constantly surrounded by media messages disseminated over such a diverse range of media platforms that it is hard to imagine spending an entire day without coming into contact with the media.

From advertisements in magazines, on social media or the internet, to news reports – which thanks to online streaming and publishing can now be accessed anytime anywhere − we are inundated with information. Some estimates claim that the average person is likely to see between 4,000 and 10,000 advertisements a day, an estimate that does not account for the number of reports, articles, social media posts and Twitter feeds that come our way every day.

Speaking at a meeting of nonexecutive European presidents last

September, then president MarieLouise Coleiro Preca spoke about the importance of media literacy at a time when the “weaponisation of the media is a reality leading to misinformation and hate speech, creating social tension and stress”.

In the aftermath of allegations that fake news was influential in both the US presidential elections and the UK Brexit referendum, such an observation should not come as a surprise and there have been some calls to monitor and ban the publication of fake news.

However, since such calls must be balanced by the requirement to safeguard free speech, and since there is a fine line between what constitutes fake news and what is actually opinion or rumour, it will always be up to the reader

TECHNOLOGY

to sort the wheat from the chaff. Unfortunately, as a society, we seem to struggle to make the distinction.

In 2018, researchers from the Massachusetts Institue of Technology (MIT) conducted a study into the way news is shared on Twitter. Their focus was to analyse the extent to which new tweets were retweeted rather than the spread of the news itself. They concluded that fake news is likely to spread six times faster than real news on the platform and the authors also reported that while the most popular false stories are routinely shared with between 1,000 and 100,000 Twitter users, a tweet with real news seldom reaches more than 1,000 users.

Although the role of algorithms and robots in spreading false news has been widely discussed in the media, this study found that robots spread real and false news at the same rate. It is humans who are choosing which stories to share.

Unfortunately, research conducted in 2016 by Stanford History Education Group indicates that the next generation of internet users are unlikely to make better choices.

The Stanford researchers polled almost 8,000 students from middle schools (about 11 to 13 years old) to universities in 12 states. Participating schools ranged from inner-city schools to high-end private schools and included students from Stanford itself. The results were described as ‘dismaying’ by the lead author, Sam Wineburg.

Students were asked to distinguish adverts from sponsored articles, news from opinion pieces and, given multiple reports or tweets about the same event, identify the most credible or impartial report. The study found that more than 80 per cent of middle school students accepted sponsored articles as being real news and that, in addition to taking photos at face value without attempting to check their veracity, the majority of students aged between 14 and 18, were unable to

distinguish real news reports from fake news stories on Facebook.

This lack of ‘media savviness’ has a major impact on youngsters on a number of different levels. Besides the fact that, in Malta, 16-year-olds are able to vote in general and local elections, research has found that girls are ‘cognitively vulnerable’ to adverts for weight-loss products, while boys are influenced by images of male violence and aggression which could be detrimental to their own current mental well-being and to the well-being of the general community in the future. So, the question that arises is: what can we do about this?

If children are to grow into adults who can critically evaluate the

“Some estimates claim that the average person is likely to see between 4,000 and 10,000 advertisements a day”

information and media messages they receive, we need to teach them. And while lessons at school are all well and good, media literacy is a skill that − like traditional literacy − must be reinforced and learnt at home.

Just as parents are encouraged to read with their children, so should parents be talking about the veracity and value of news reports, social media posts and advertisements because, as noted by Unesco, the information we receive determines the life choices we make.

It is interesting to note that when the Stanford study was replicated at an international school in Finland, the students outperformed their US counterparts in every task, producing results that co-author Shane Horne described as negative mirror images of the US results.

The difference is partly being attributed to the fact that the Finnish education system and the International Baccalaureate curriculum in particular explicitly teach critical thinking skills, therefore, it is logical to speculate that teaching children to critically evaluate the media they consume may lead to them honing their own critical thinking skills.

CHiLD MAY 2019 13

TECHNOLOGY

NINE MEDIA LITERACY STRATEGIES TO PASS ON

1

The headline is not everything. Read the entire article. The headline may emphasise the most sensational or controversial aspect of the report whereas the details in the article ‘paint’ a more balanced picture.

2

Check the date and place of origin. One of the challenges of social media is that there is no guarantee that the news item being shared is actually current or intended for your region of the world. So, for example, a news report headlined ‘President declares state of emergency’ may appear alarming until one realises that the report is five years old and refers to a declaration made by a foreign president after a natural disaster.

3

Ask who the author is. The perspective of an article about climate change written by an environmentalist is likely to differ to one penned by a representative of the oil industry.

4

Ask what others are saying about this. Real events are usually reported by more than one news outlet and should present different details and perspectives, so encourage children to read, listen or view widely.

5

Complexity does not guarantee truth or quality. The main goal of any media message should be clear communication. If a message is delivered in language that is too complex to follow easily, ask why that is.

6

Understand the algorithm.

Social media and web search engines are programmed to present the news items and advertisements that appear to match one’s preferences most closely. Encourage youngsters to

14 CHiLD MAY 2019

actively seek out news reports from organisations that hold opposing views and values to their own, otherwise they risk becoming insulated within their own ideologies. Understanding how others may perceive issues differently to the way they do will provide a wider understanding of the issue being considered.

7

Evaluate the numbers.

How inclusive is the study being quoted, how are the findings being presented? A report may truthfully claim that 50 per cent more children were injured riding a bike than ever before but, if that means that two children were injured in the period of the survey, the reality appears far less worrying than the initial figure suggests. Similarly, look at the width and depth of the study. A survey of 20 children in one particular class would have different results to a survey of 200 children chosen from 10 classes within 10 different schools.

8

Question the image. Images are intended to evoke emotional responses and

photos are seen as presenting an image of reality. Discussions about photo-editing and the use of filters both in professional advertising shots and their friends’ social media posts are crucial. Some studies are connecting the ever-present images of perfection with a rise in the number of youngsters experiencing negative body image. When an image accompanies a news report, teach your child to check the photo credits and the caption.

9

Question their own role as media creators.

Youngsters should understand that every time they share a story or upload a photo, they are creating media themselves. Teach them to question the value and ethics of what they are sharing.

Does what they are posting effectively reflect who they are and what their life is like? Youngsters need to understand that there is a difference between sharing interesting or momentous moments of their life with their friends and family and posting a selfie every other hour.

PROMO

MY BROTHER IS BLIND… HE’S LUCKY ill does not need a torch to read at night. And he has a Labrador dog all for himself. He counts all the steps when going up staircases and he’s got a perfect memory.

“Will is so lucky,” his brother says.

The one thing that bugs him is that he cannot leave his toy soldiers lying around while playing, as Will might trip on them.

Meta mmur għand sieħbi Carlos is a touching story of a boy who lives with his blind brother. However, the boy never refers to the blindness – in fact, he does not even seem to see it and actually considers his brother’s visual impairment and his use of hearing, touch and smell as an advantage. It is the reader in fact who must detect the fact that Will is blind.

The book is written

by Lawrence Schimel, an award-winning American writer whose work frequently deals with taboo subjects. In this book, visual impairment is presented in a positive way, both for families who live with it but also for other younger readers so they start to view inclusion in a favourable light.

The elegant prose is illustrated by Juan Camilo Mayorga in realistic childlike paintings and has been adapted to Maltese by Clare Azzopardi.

According to Merlin Publishers, books are always a great way to start a conversation with children about people with disabilities.

“We want to introduce this kind of open-mindedness to our youngest learners when they’re starting to shape their notions about how the world is and how we should be treating other people. That’s how future generations can improve on us,” Chris Gruppetta, Merlin Publishers director, said.

Meta mmur għand sieħbi Carlos also shows children the importance of looking on the bright side and being thankful for all the blessings in their lives and put their little problems in perspective.

The book is on sale at all leading bookshops or directly from merlinpublishers.com.

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SpOrT

CHESS AS A 21ST CENTURY SPORT Chess seems to be regaining popularity, with many children playing the board game at home, at school and in tournaments.

Noel Grima, FIDE instructor and international arbiter, discusses the beauty of chess and how it is to be enjoyed by everyone, whether as a recreational game or an educational tool.

any are surprised to learn that the International Olympic Committee and SportAccord, the world sport and business summit, both recognise chess as a sport. In fact, through casual or organised participation, chess aims to improve ability and skills while providing enjoyment to participants and entertainment for spectators, just like any other sport.

Chess is usually (and should be) introduced as a game – inherently pointless, except for the fact that it brings enjoyment to participants and spectators. Add some competition to the mix and you get the world’s most popular mind sport.

However, it is not necessary to be a real-world brainiac to take up, enjoy or even succeed at chess. The game is meant to be fun and its rules are simple and contained.

Like many other sports, the best and easiest way to determine whether you enjoy the game is to give it a try. This means learning the basics and competing at least for a short while.

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SpOrT Here chess distinguishes itself as one of the most democratic sports. All that is required is a chessboard (made up of 64 chequered squares which is easily improvised), a chess set of 32 pieces and some time – total cost, a couple of cappuccinos. After a while, one can even do without that and just visualise the board and pieces. regulation-level equipment for competitive chess is still relatively low-cost and always provided by the organisers.

Self-study can bring beginners a long way, with many economical options available including high-quality free literature from the Fédération Internationale des Échecs or World Chess Federation (FIDE) and open-source software.

A structured course purposely-built for children delivered by a licensed instructor or trainer of course, however, brings added advantages.

In Malta, these can be found at some schools as an extracurricular activity through the Federation, or directly, and at a cost which would barely get you through the club’s front door in many other sports.

The Maltese federation provides free membership to all children under 16, giving access to the federation’s library, its calendar of events and international participation.

Most tournament entrance fees are meant to only cover organisation costs, which are again minimal. One may also enrol in (or even set up) local chess clubs to play chess socially. Clubs can affiliate themselves with the Federation at no cost and benefit from access to equipment hire and specialised personnel for a basic cost and, for more established clubs, assistance with procuring own equipment.

Children taking part in the InterSchools Chess Tournament at Stella Maris College, Gżira.

EVERYONE CAN BE A CHAMPION Talent is only a strict requirement to make it to “Chess the absolute top of the rankings. A keen interest and purposeful training are enough the more interested ones into strong playdistinguishes to take a common chess player to FIDE ers, a supportive government and a naitself as one Master level. tionalistic approach of containing all of the most Some further dedication also puts Grandliterature within the confines of the USSr. master level within reach, though profesIn the lead up to the so-called ‘Match of democratic sional training and regular participation the Century’, played during the World sports” in international events abroad become a Chess Championship 1972, the American necessity here.

Bobby Fischer famously learned basic russian Over the past decade, the Malta Chess Federain order to read all the Soviet chess journals he tion has tried to help as much as it can with this by could get his hands on. This definitely helped him beat procuring invitations to international events with good conthe defending champion, Boris Spassky, of the Soviet Union. ditions (such as free board and accommodation for particiNowadays, the top players come from all over the world. pants), while also helping out financially − to extents which The world champion, Magnus Carlsen, is Norwegian, the gold even surpass the assistance provided to the top adult players. medallist teams at the last Olympiad were Chinese and the At the end of last year, a sponsorship agreement was top 10 came from nine countries. signed with Sparkasse Bank Malta that will, for three consecCHESS IN SCHOOLS utive years, provide €1,000 to the most promising junior Many nations have introduced chess as part of the school player to be spent on chess development. The 2019 purse curriculum in view of a number of educational, social and was awarded at the hotly-contested Malta Junior Chess health benefits. Over 30 million children take part in chess in Championship in April. school programmes around the world every week.

Back in the days of the Iron Curtain, the Soviets ruled the In 2011, Armenia introduced chess as a compulsory part of roost in competitive chess; not by some genetic predisposithe school curriculum, focused purely on educational chess. tion but by introducing chess to all children as part of their India has about 17 million children involved nationwide, school curriculum, having specialised academies to develop 18 CHiLD MAY 2019

SpOrT

The Malta Junior Chess Championship took place last month at the Malta Chess Federation premises at St Ignatius College Secondary School Ħandaq.

especially in the states of Gujarat and Tamil Nadu where (ADHD), while attention is now turning also to the areas of chess is also part of the curriculum. autism, Asperger’s syndrome and Down’s syndrome.

Sweden has its Schack4an project which provides a model A number of Maltese schools also support chess. for projects that want to maximise social inclusivity. The Turkish St Ignatius College Secondary School Ħandaq provides the Federation’s efforts in this field allowed it to become Turkey’s home of the Malta Chess Federation and organises classes largest sports association with over 800,000 licensed players. for its students. Stella Maris College in Gżira also organises Chess in schools was recently introduced by law in paraguay regular tournaments for primary and secondary school and romania. These countries now allow pupils unable to perstudents from all schools. These tournaments are usually held form physical activities to take chess lessons during sports classes. at the college but have also been organised elsewhere in Academic subjects and chess provide a simple and order to promote the game in other institutions. direct way to develop the three lower order thinking Other schools that have a chess programme skills under Benjamin Bloom’s hierarchy of intelinclude St Michael’s (Santa Venera), St Michael’s lectual behaviour in learning: remembering, unJunior School (pembroke), St Michael’s Founderstanding and applying.

However, dation (San Ġwann), St Joseph School “Chess academic subjects rarely provide a way to (Sliema), St Catherine’s (pembroke) and helps to teach the three higher order skills – analysing, St Albert the Great (Valletta). develop critical evaluating and creating. Chess also helps to and creative THE BEAUTY OF CHESS develop critical and creative thinking: The beauty of chess is that it can be whatever concentration, attention, spatial skills, logical thinking” one wants it to be – a recreational game to play thinking, imagination and creativity. or even just watch, an educational tool, a competIt encourages acceptance of contrary ideas, aids itive hobby, an opportunity to travel and meet likeinhibitory control (control of reflex actions) and priminded people, or even a professional career. oritises reflection (think before you act). Chess provides a The social aspect is especially distinctive. Few other unique opportunity to develop these skills well before one’s sports see competitors regularly engage in a post-mortem first day at work. analysis, discussing each other’s strategic considerations FIDE’s Chess in Education Commission (formerly Chess in within seconds of the game’s end despite any possible Schools) provides an almost complete range of royalty-free malanguage barrier. And friendships made over the board terials for chess in schools, in many languages. Designed for often last several decades. teachers with almost no knowledge of chess, these can be Chess also introduces ethical behaviour. In his 1786 article downloaded and applied by any discerning educator or parent.

‘The Morals of Chess’, Benjamin Franklin – one of the foundIn 2012, the European parliament called on the Commising fathers of the US − wrote “life is a kind of chess” and said sion and the member states to introduce chess in the educathat by playing chess, one may learn foresight, circumspectional system, and a number of chess projects were included tion and caution and also “the habit of not being discouraged in the Erasmus+ programme. by present bad appearances in the state of our affairs (...)

In Spain, a number of projects successfully used chess to persevering in the search of resources”. help students with attention deficit hyperactivity disorder CHiLD MAY 2019 19

TOP TIPS

Teaching your child to love books As any avid reader knows, books are a joy. Even if you’re no book lover, encouraging a passion for reading in your child is to give them a gift that lasts a lifetime. It’s never too soon to teach your child to love books. Here are a few tips.

• Children as young as six months love looking at books. Babies like the tactile feel of different fabrics, so choose cloth books with bright colours and a variety of textures. For your toddler, choose chunky board books. Allow her or him to open and turn the pages themselves.

• Don’t pressure a young child to listen to a particular story. Let them choose, even if it may not be your favourite book. Toddlers love repetition, so you’ll need some patience. Expect the same book to be chosen over and over again as your toddler learns to anticipate the words.

• Reading a story is an important part of your child’s bedtime routine, but don’t forget to set aside some story time during the day as well. The sharing of some one-on-one time with your child is just as important as reading the book. Your baby or toddler will begin to associate books with comfort and closeness.

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• Read with gusto. Children love funny voices, so use your voice to animate the story and bring fictional characters to life. Always make it fun and you will be laying the foundation for a lifelong love of reading.

• Older children still love being read to and you should make some time in your weekly routine for this.

In your own mind, make a distinction between learning to read and learning to love books.

Whatever your child’s reading ability, make the enjoyment of the story a priority.

• As your child learns to read, you can offer a wider selection of books.

Don’t forget fact books. There is a wealth of books on science, history, nature, sport, art, technology and crafts to be devoured by your budding bookworm. Guide them towards a range of books from which to choose.

• Provide as many books as you can for your child. This need not be expensive. There are ways to obtain books without having to spend a fortune. Swap books with friends or search book sales and second-hand bookshops for books in good condition. Use the internet to order books online. Used books can be had for less than a euro from websites like Amazon and Ebay.

• Teach your child to use the local library. Show them where the various categories are located or how to find their favourite author. As your child develops a love of books, your public library will provide an endless supply of new reading material. Why not read some of the books yourself?

What parent hasn’t loved the Harry Potter series as much as a 10-year-old?

• Keep books in a place where your child can access them easily. This could be in his room or on his own special shelf or bookcase.

• Nurture your child’s growing love of books. You’ll know you’re doing a good job when your child shuns the TV in favour of a good read!

HEALTH

VACCINES: THE UNSUNG HEROES OF MODERN MEDICINE The World Health Organisation marked World Immunisation Week at the end of April. Medical student Angela Andreinski takes a look at how vaccines developed and quells fears related to their use. cow farm in Gloucestershire, England, was the setting of a turning point in medicine in 1796.

Two related viral diseases, smallpox and cowpox, were rife at the time. They mostly affected rural children and contributed to the high infant mortality rates that were commonplace in that period.

Smallpox was the deadlier of “Vaccination the two. It was noted, however, is not a parent’s that milkmaids in particular seemed to be immune to the choice; it is a fatal disease. child’s right” This piqued physician Edward Jenner’s interest and prompted blooming period him to investigate the matter. for the developEventually, he postulated that the ment of vaccines milkmaids remained unaffected by against various severe dissmallpox precisely because they were eases. The World Health Organisation constantly exposed to the similar but estimates that at least 10 million deaths more benign condition, cowpox, newere prevented thanks to vaccination cessitated by their work as they were between 2010 and 2015. always in close contact with cows. Thus How do vaccines work?

Jenner came to the conclusion that if When your immune system encounters he could introduce the cowpox virus a foreign object such as a virus, it starts into eight-year-old boy James Phipps, mounting an attack against that particthen perhaps he too could gain immuular virus. This process takes about a nity from the deadly smallpox disease. week to occur and once the virus is This is how the first vaccine was destroyed, the immune system leaves born and, by 1980, smallpox was eradbehind what are called ‘memory cells’, icated globally. which can repeat the attack process The British physician’s breakthrough much more quickly should you enencouraged further research into counter the same virus again. vaccines. The 20th century saw a

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The MMR (measles, mumps, rubella) vaccine being drawn into a syringe.

The problem with an organism such as the poliovirus is that one week may be too long to wait and it would have already caused havoc by the time the immune system organises itself. This is where vaccines come in.

Vaccines work by imitating the microorganism for your immune system, so that it knows how to respond when the pathogen attacks. In this way, it is similar to a dress rehearsal. If you imagine the virus to be the play and the immune system the actor, it would be a difficult feat to put on a good show if you have never read the lines before. However, if you are exposed to the script beforehand, the same way a vaccine exposes the immune system to a harmless version of the pathogen, then you can be sure that the show will be a massive success.

HEALTH Immunisation today These conditions are so rare in this day and age that it is difficult to imagine the impact of these fatal diseases among past generations. Before the advent of vaccines, children were often crippled or killed by these diseases during infancy, while their parents watched helplessly on.

Fortunately, that reality is no longer commonplace nowadays. However, a new dangerous health threat has begun to surface: unfounded hysteria over vaccination and its alleged links with autism.

The links between autism and the MMR (measles, mumps, rubella) vaccine have been disproved time and again.

Symptoms of autism start appearing at around the same time the vaccine is given but the condition is not caused by it as proven by scientific studies.

The infamous doctor behind the 1997 paper that sparked this controversy, British researcher Andrew Wakefield, has had both his medical licence and his paper revoked, after it was found that he committed fraud to obtain his results. However, it was too late by the time the mistake was realised – the damage was already done.

Media frenzy had quite disastrously perpetuated the misinformation and like any rumour that never dies regardless of its absurdity, more parents fell in the trap and decided against vaccinating their children.

This practice, of course, did not decrease the incidence of autism, rather, it saw the re-emergence of severe vaccine-preventable diseases,

The World Health Organisation estimates that at least 10 million deaths were prevented thanks to vaccination between 2010 and 2015.

such as pertussis (more commonly known as whooping cough) and measles.

Measles had been close to eradication in many countries but has been on the increase since the anti-vaccination movement started to gain momentum. Ninety-eight countries reported more measles cases in 2018 compared with 2017.

This has led the WHO to label ‘vaccine hesitancy’ as one of the major global health threats of 2019.

The phenomenon has adherents in several Western nations, including Britain and France, but is arguably most high profile in the US, where measles cases leapt 559 per cent between 2017 and 2018 A large-scale study that followed more than 650,000 Danish children for

over a decade has led researchers to the same conclusion as previous efforts: that the MMR vaccine does not increase a child’s risk of autism.

“We found no support for the hypothesis of increased risk for autism after MMR vaccination in a nationwide unselected population of Danish children,” researchers wrote in the US journal Annals of Internal Medicine.

Seventy years ago, parents eagerly queued to vaccinate their children, as they saw first-hand the inflictions of those horrible diseases and the many innocent lives they claimed.

Nowadays we take these tools for granted. Let not history repeat itself.

Vaccination is not a parent’s choice; it is a child’s right.

An illustration of the measles morbilliviruses.

A medal commemorating the discovery of vaccination in 1796

by Edward Jenner (1749-1823). It features a group of children dancing round a garlanded cow.

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TURNING DREAMS INTO REALITY Thinking of enrolling your child in a dance lessons? Seed Dance Studios gives aspiring dancers not only the opportunity to excel but also the possibility to further their studies beyond our shores.

PHOTO: NEIL GRECH

eed Dance Studios is a home for students with a passion for dance. With rigorous rehearsals and dedication, the school helps children turn their dream into a reality.

Led by artistic director Marisha Bonnici, a group of 14 young dancers (one boy and 13 girls) have just returned from the finals of the Youth America Grand Prix (YAGP), the world’s largest dance competition for youths aged nine to 19.

This is the third consecutive time the dancers were invited to this prestigious event.

“These students have been given the incredible opportunity to dance on world-class stages and learn from internationally-renowned teachers,” Ms Bonnici, who choreographed the ensemble’s piece, said.

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“Taking part in such events gives them an idea of what the professional dance world has to offer, while encouraging them to dream beyond the island’s shores.”

Contrary to popular belief, Ms Bonnici says that winning comes secondary to taking part.

“The experience gained when attending a competition with a strong reputation and an esteemed judging panel is incomparable and very rewarding,” she noted.

Seed Dance Studios supports students in their move to summer-intensive courses and full-time vocational training.

“When dance is looked at as more than just a hobby, it can open doors for further education,” Ms Bonnici said.

Her students have been accepted as trainees at numerous schools,

including the Royal Ballet School, the Paris Opera, Princesse Grace in Monaco, the American Ballet The atre, the English National Ballet School, Ballettschule Theatre Basel and the Rosella High Tower in Cannes, among others.

Other students are pursuing academic studies alongside dance.

“They are exemplary students who are enjoying a dance journey alongside their studies; they are our future teachers and audiences,” Ms Bonnici remarked.

Now, Seed Dance Studios is preparing for its upcoming performance, a showcase for students graduating from the Academy and moving to fulltime international vocational training.

“The performance is a chance for our younger students to watch their elder

PHOTO: ANDREA GIANFORTUNA

peers and encourage them to dream big,” the artistic director said.

“Seeing my butterflies fly and knowing that together we have turned their dream into a reality gives me great joy.

Although it is a bittersweet moment, it makes us all appreciate the hard work and determination of these students and the support they received from their parents. Seed will always be their home away from home and I hope to have a place in their hearts for the rest of their journey.”

The public is welcome to attend Seed Dance Studio’s open performance on June 22 at 6pm at St Agatha’s Auditorium in Rabat. Tickets are free but must be booked in advance on seeddancestudios@gmail.com.

PHOTO: JAN ZAMMIT

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PHYSICAL ACTIVITY

WHO has lifestyle advice for children For the first time, the UN has released guidelines on physical activity for children under five years of age. Ben Simon takes a look at these recommendations, which have drawn some criticism. he United Nations has just released its first-ever recommendations on physical activity for children under five, with disputed advice on subjects ranging from screen time to ‘tummy time’.

The guidelines from the World Health Organisation may read to some parents like common-sense practices,

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including not exposing babies under one year of age to screens.

“This is about making the shift from sedentary time to playtime,” Juana Willumsen, WHO’s point person for childhood obesity and physical activity, said in a statement.

But several experts noted that WHO’s broad recommendations were based on

thin evidence and chastised the agency for adopting overly simplistic definitions of key terms, notably ‘sedentary screen time’.

With obesity posing a rising public health threat and 80 per cent of adolescents ‘not sufficiently physically active’, WHO said it was time to outline best practices for children under five − a crucial period for lifestyle development.

PHYSICAL ACTIVITY ‘TUMMY TIME’ Despite acknowledging that its “strong recommendations” were based on “very low-quality evidence”, the UN health agency said its advice could apply to all young children, regardless of gender, cultural background or socio-economic status.

For infants under one, the WHO recommends at least 30 minutes of physically activity a day, including prone position − or tummy time − for those not yet mobile.

Babies under one should also not be restrained in a pram, highchair or strapped to someone’s back for more than an hour at a time and should sleep between 12 and 17 hours a day, the agency said.

For children between one and two years old, WHO recommends three hours of physical activity each day, with no more than an hour of “sedentary screen time” and at least 11 hours of sleep.

And for children aged three to four, three hours of daily physical activity should include at least an hour of “moderate to vigorous” movement, while screen time should be kept under an hour.

When sedentary, the WHO says children aged one to four should engage in reading and storytelling with a caregiver.

A teething baby in prone position or ‘tummy time’.

‘STILL LOTS OF SCIENCE TO DO’ “I do rather wonder to what extent global guidelines on public health policy, affecting millions of families, should be based on ‘very low-quality evidence’,” Kevin McConway, emeritus professor of applied statistics at The Open University in Britain, said in a statement.

Fiona Bull, programme manager for the prevention of non-communicable diseases at WHO, told reporters that the authors were fully confident in the strength of the guidelines.

By addressing the low quality of the evidence, WHO was simply being “transparent that there is still lots of science to do in emerging area of importance,” she said.

“What exactly is ‘sedentary screen time’ anyway?” asked McConway, one of several experts who took issue with WHO’s use of the term.

“WHO’s glossary says that it excludes ‘active screen-based games where physical activity or movement is required’, but that’s not very clear in my view”.

Andrew Przybylski, director of research at the Oxford Internet Institute at Oxford University, agreed that while restricting young children’s screen time appeared to “make sense... in many ways the conclusions drawn about screens are out of step with scientific evidence of harm”.

“This is about making the shift from sedentary time to playtime” “Not all screen time is created equal,” he added, urging further study on the various types of screen-based activities available to children and their impacts.

Willumsen said the screen time guidelines do not pertain to “an interactive tablet-based game or a TV programme where children are encouraged to move, to copy movements to dance to interact with the media.

“It is very much the passive screen time,” she told reporters in Geneva.

Tim Smith of Centre for Brain and Cognitive Development, Birbeck, University of London described that distinction as “an oversimplification of the many ways young children and their families engage with screen media”. (AFP) CHiLD MAY 2019 29

PHYSICAL ACTIVITY

Children aged three to four are encouraged to spend at least 180 minutes a day in various types of physical activity at any intensity.

RECOMMENDATIONS AT A GLANCE Infants (less than one year old) should: • Be physically active several times a day in a variety of ways, particularly through interactive floor-based play; more is better. For those not yet mobile, this includes at least 30 minutes in prone position (tummy time) spread throughout the day while awake.

• Not be restrained for more than one hour at a time (e.g. prams/strollers, high chairs or strapped on a caregiver’s back). Screen time is not recommended. When sedentary, engaging in reading and storytelling with a caregiver is encouraged.

• Have 14 to 17 hours (0-3 months of age) or 12 to 16 hours (4-11 months of age) of good quality sleep, including naps.

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Children 1-2 years of age should: • Spend at least 180 minutes in various types of physical activities at any intensity, including moderate to vigorous physical activity, spread throughout the day; more is better.

• Not be restrained for more than one hour at a time (e.g. prams/strollers, high chairs, or strapped on a caregiver’s back) or sit for extended periods of time. For oneyear-olds, sedentary screen time (such as watching TV or videos, playing computer games) is not recommended. For those aged two years, sedentary screen time should be no more than one hour; less is better. When sedentary, engaging in reading and storytelling with a caregiver is encouraged.

• Have 11 to 14 hours of good quality sleep, including naps, with regular sleep and wake-up times.

Children 3-4 years of age should: • Spend at least 180 minutes in a variety of physical activities at any intensity, of which at least 60 minutes is of moderate to vigorous intensity, spread throughout the day; more is better.

• Not be restrained for more than one hour at a time (e.g. prams/strollers) or sit for extended periods of time.

• Sedentary screen time should be no more than one hour; less is better.

When sedentary, engaging in reading and storytelling with a caregiver is encouraged.

• Have 10 to 13 hours of good quality sleep, which may include a nap, with regular sleep and wake-up times. (WHO)

PARENTING

Mending the ties that bind Marital separation can impact children in many ways but when a child cuts a parent out of their life without justifiable reasons, the long-term effects could be paralysing. Jessica Arena dives into the ins and outs of parental alienation.

amilies come in many shapes and forms and may often pass through trying times. However, when the relationship between the main caregivers of a child is damaged irrevocably, the dynamics of the family may become difficult to preserve.

It is not uncommon in such circumstances to observe children side with one parent or the other. Known as parental alienation, the term describes a situation where a child begins to display unwarranted fear or aggression towards a caregiver and may ultimately lead to the rejection of that parent. This occurs almost exclusively in cases where the parents of the child have separated.

The World Health Organisation recognised parental alienation as a “caregiver-child relationship problem” in June of last year, describing it as a “loss of love relationship in childhood” in its international classification of diseases.

While some researchers have explored the possibilities of parental alienation as a syndrome, others have erred on the side of tackling it as a relationship problem. One might think that just like other relationship problems, it can be worked upon to be improved.

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Charlie Azzopardi, a family therapist and systemic consultant at the Institute of Family Therapy, thinks that children’s behaviour must be understood within the context of their experiences.

“While individual psychology may focus on the child’s internal psychological nuances and searches for a rational understanding of the phobia, we as family therapists understand that such behaviour is contextualised within the wider system, including the family and its situation,” Dr Azzopardi says.

“At family therapy clinics like ours, children present with behavioural problems as well as physical problems, reflecting and representing the stress and distress children would be going through.”

There are many situations which may lead a child to express aggression towards a parent. In the case of marital separation, the scenario can be more complex and children can sometimes misinterpret actions which were well-intended.

“Children often express specific angry behaviour towards the parent who leaves home physically,” Dr Azzopardi says. “They often interpret this as abandonment or attachment injury.”

PARENTING

A child may also show aggression towards the parent they deem to be the ‘safest’, that is, the parent they perceive to be ever constant and poses no risk of flight.

In other situations, the child may also respond to a parent’s inability to express anger towards their partner, which manifests in a depressive state. Some children interpret this as a symptom caused by a perceived aggression by the other parent, thus becoming angry at the nondepressed parent.

In parental alienation, some parents may fight in plain view of the child and divulge personal and inappropriate information about the relationship that a child only has a limited understanding of.

“In this way, the loud parent is projecting their anger on to the child and role-model a destructive way to express angst and worry, that is through violence,” Dr Azzopardi explains.

What is most notable, however, are the long-term effects prolonged separation from a parent without valid justification may have on a child.

“Children who grow up away from one parent are marked,” Dr Azzopardi notes. “There are many tangible effects [of parental alienation], most of which are long term and expressed in eventual intimate relationships. The immediate effects can be distinct and physical, with boys externalising the concern, worry and anger though misbehaviour and girls tending to internalise. Thus girls tend to manifest more somatisation and suffer more physically.”

He continues: “Growing up psychologically healthy involves learning from both parents and the alienation from one is like denying the child from important lessons, which are often gender-based, and relational lessons.

“Children learn from parents both as parents and as a couple. Therefore, they learn how to eventually be parents themselves and how to love someone else intimately and romantically. When one parent is missing, children are deprived from learning such important lessons.”

Preventing a child from alienating one of their parents is fairly simple, according to Dr Azzopardi.

Parents must learn to differentiate between their relationship with their partner and their child’s relationship with their other parent. Children will often internalise more than a parent might assume, but they lack the emotional maturity to understand in a nuanced way.

“Parents need to first understand that because they are hurt and feel destroyed. They don’t have the right to destroy the life of their children,” Dr Azzopardi says.

“Secondly, they need to understand that children, to grow psychologically healthy, and I would say even physically healthy, need both parents. Psychologically, children depend on their parents.

Destroying one parent means destroying the child.

“Parents need to keep their children’s best interests at the forefront of their thinking and evaluate whatever they do through their children’s reaction to it. In this way, parents will be truly loving their children honestly and sincerely without incongruencies and paradoxes.”

Family therapy can serve as a good vehicle not only to mend relationships between parents, as well as between parents and their children, but also to manage the family separation in a healthy way that minimises damage.

“There is this misunderstanding that family therapy is there to help you make up. But the reality is that family therapy is also there to help you break up,” Dr Azzopardi remarks.

“Most importantly, family therapy is not there to judge who is to blame and is not interested in blaming parents or spouses and judging them. It is there to support people in their choices and in implementing them in the best possible way with the least damage possible.”

“Psychologically, children depend on their parents.

Destroying one parent means destroying the child”

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Psychology

SAVOURING THE MOMENT The ancient practice of mindfulness is gaining traction and its benefits are not to be underestimated.

Child takes a look at what it is all about. s from the next scholastic year, thousands of students in the UK will practise a popular meditation technique known as ‘mindfulness’ in class. The aim? To help them cope with pressure.

This forms part of an innovative pilot scheme, being introduced in 370 primary and secondary schools, that will test different approaches to improving children’s mental health. Running until 2021, the trial will be one of the largest of its kind in the world and will involve innovative techniques aimed at helping the students regulate their emotions.

But what is ‘mindfulness’?

It is actually an ancient practice which helps bring one’s attention to experiences occurring in the present moment. “how often have you picked up a pebble from the beach? But have you ever held it in your hand for long enough to feel its structure,” catherine galea, a life coach who has been trained in mindfulness, asks.

“In essence, mindfulness is a way of learning how to be more self-aware and pay attention to what you are doing now,” she adds. “you learn to live mindfully day-today activities, such as having a shower, eating, walking. It helps us connect to our senses. And the most important thing is that it lets us observe our thoughts without judging ourselves.”

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Psychology Ms galea refers to scientific evidence that proves mindfulness can help children pay attention, calms them down and makes them understand and deal with emotions. Thus it helps reduce behavioural problems at school, including aggression/bullying, and at home.

“They learn to be more empathic and grateful because they learn to appreciate what they have now,” she notes.

Mindfulness also helps teenagers be stronger and to not fall victim to peer pressure and to better deal with exam stress. other benefits include improved memory, flexible thinking, enhanced performance, planning and prioritising, establishing and maintaining relationships. children may also take their teachings home and bring a positive change in their households. “you really see changes in some of them and parents often notice this,” says Ms galea, who also gives courses on mindfulness.

Whether such a practice will eventually make it to local schools remains a question mark.

In a recent interview, Malta Union of Teachers president Marco Bonnici told Times of Malta that, while it would not comment on specific programmes, the MUT had already suggested that the Ministry for Education and Employment should find ways to address issues such as substance abuse, bullying and also mental health problems of students.

TESTIMONIALS FROM MOTHERS WHOSE CHILDREN ATTENDED MINDFULNESS COURSES “In my opinion this course is very useful lifelong tool that everyone should learn. My son is 12 years but still enjoyed it and is giving me feedback that he is being mindful at school, home and even during football sessions.”

“My seven-year-old boy participated in this course and I was there as an observer. It’s wonderful and so helpful. I recommend that parents do the mindfulness course as well. like this you help your child and yourself to integrate mindfulness practice in your family life. I find it an amazing tool to have more understanding, kindness, peace and harmony in the family environment. It’s key to creating a nurturing environment for your child!”

FOOD

Nutritious breakfasts to start the day with Most families find it hard to have a good breakfast during weekdays but research continuously shows its benefits. Now that it’s exam time, it’s even more important to start the day off on a good and healthy note. Here are some easy breakfast ideas your kids will love and which don’t take much time to prepare. hey say breakfast is the most important meal of the day. Breakfast sets young and old up for the morning, so eating well first thing gets your day off to a good start. If your children leave the house having the same breakfast most days, it might be time to mix things up for them in the morning. Varying children’s meals helps to boost their nutritional intake and keeps their interest, so you’re less likely to encounter resistance to eating. Here are five breakfast suggestions that are both healthy and appealing.

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OATS Although your children might pull a face when you offer them porridge, you can’t beat oats for breakfast. Oats have a low glycaemic index, so they release their energy slower than popular cereals like cornflakes, helping to keep your children going all morning. Traditionally, porridge was made with water, but one can use milk to up your youngsters’ calcium intake. Just watch what you let your children add to their oatmeal though, as sugar, jam and syrup can lead to blood sugar spikes.

Instead, serve porridge with fruit. Sliced banana and blueberries is a nice combination, while raisins will appeal if your little ones have a sweet tooth. You may also add nuts and be creative with your breakfast bowls (see above).

FOOD PANCAKES Whether you have a toddler or a teen, the chances are they love pancakes for breakfast. However, a plateful of pancakes loaded with honey or syrup is probably an excessive breakfast for most people and gives a huge sugar rush. So stick to one or two pancakes and concentrate on serving them with healthy toppings. For example, you can stew apples or serve with strawberries and a dollop of fat-free natural yoghurt together with a sprinkling of cinnamon or ginger.

Alternatively, serve pancakes with sliced banana. If your children prefer a savoury option, grill turkey, tomato and mushroom as a healthier choice to streaky bacon.

BREAKFAST SUNDAE Sadly, there’s no ice cream involved but your children should still enjoy this healthier alternative to an ice cream sundae.

All you need to do is layer fruits of your choice with seeds, natural yoghurt and oats.

Greek yoghurt not only makes for a creamier breakfast but its higher protein content will help keep your youngsters fuller for longer. Seeds are also packed with essential fatty acids, which play a crucial role in brain function.

TOP TOAST TOPPERS Toast will give your little ones the energy they need to start the day and a dose of B vitamins. However, on its own, toast is not that filling, as it provides carbohydrate and little else.

Make toast a bigger event by topping it with mashed avocado and sliced hard-boiled egg, or cream cheese and berries.

Alternatively, make a healthy chocolate spread using canned chickpeas, cocoa powder and orange juice blended together, which is lower in sugar and higher in protein and fibre than ready-made spreads.

SCRAMBLED EGGS WITH A DIFFERENCE Eggs are another good source of protein, as well as vitamins A, D, B12, riboflavin and folate, and the minerals iron and selenium. Besides simply seasoning your scrambled eggs, stir-fry diced peppers, zucchini and tomatoes to add a splash of colour and flavour.

The vitamin C in these vegetables will also help your body to absorb iron more effectively. Serve these scrambled eggs on wholemeal toast to keep your children going until lunchtime.

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LEISURE

STUDENTS TO GET CREATIVE WITH SCIENCE PROJECT A new project for children is combining the thunderous powers of superheroes with that of the light sabres and technology of the Star Wars saga.

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he Superheroes in Science project 2019 is giving schoolchildren the opportunity to create science exhibits featuring the real science behind the worlds of superheroes and Star Wars by applying scientific principles, discoveries and innovations.

The aim of this project is to stimulate students’ sense of curiosity and fun, to discover and research science through superheroes, Star Wars and their futuristic gadgets, vehicles and planets.

Superheroes like Spider-man and Batman have their symbolic costumes and vehicles, however, few can boast of an emblematic catchphrase. For the past 41 years, the catchphrase ‘May the Force Be With You’ has been associated with imagery of shimmering swords of light, spaceships, robots and a futuristic vision.

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LEISURE

Who can participate and how?

Whereas superheroes battle crime, leap the tallest buildings using technology we can only dream of, George Lucas’s iconic Star Wars has often anticipated real-life technology. Space tourism and high-tech are the talk of the day, while magnetic-levitation trains which defy gravity and zoom through the air like Luke Skywalker’s land speeder are no longer a sci-fi fantasy.

While Iron Man needs to be commandeered by Tony Stark, C3PO, R2D2 and BB8 are droids with a life of their own, that resemble very much real autonomous robots that exist nowadays.

Today soldiers wear exoskeletal armour just like Darth Vader’s Imperial Stormtroopers, and if a light sabre was deemed as fantasy, laser technology now saves lives in the medical world.

If the Death Star targets star ships, cutting-edge satellites and drones rule the skies. Even holograms, robotic body parts to rival Iron Man and the landing of droids on other planets, all make part of today’s reality.

Year 5 and Year 6 students (junior group) as well as students from Form 1, 2, 3 and 4 (senior group) can submit projects in the form of an experiment, a model or a visual presentation, accompanied by a brief write-up or report. They can participate individually or as a team of a maximum of three students. Each team will represent the school or an NGO (such as scouts, girl guides and other clubs).

The application form and report template can be found on http://superheroscience.info/. One may also send an e-mail to euromediaforum@gmail.com or call on 9905 2482. Please check with your school or NGO to submit the project before the deadline on November 22, 2019.

Participation is free. One can win fantastic prizes and every finalist will receive a Superheroes and Star Wars in Science Certificate.

The best projects will be exhibited at Esplora Interactive Science Centre at Bighi, Kalkara, during the Superheroes and Star Wars in Science event being held between November 28 and December 1.

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PRODUCTS & SERVICES

SHOP WINDOW Baby diapers Diapers are not only a daily baby care product but also a way of living in a friendly, safe and sensitive environment. Certified by Oeko-Tex Standard 100 for absence of harmful substances and embedding ‘Dry Matrix’ technology for extra absorbency, Babylino Sensitive diapers offer the quality and protection you need for your baby.

For trade enquires, call Pemix Distributors Ltd on 2143 7926. Visit www.facebook.com/Babylino.Malta/

Is your child a picky eater?

Early feeding patterns in infants and toddlers are critical for growth and development. These patterns not only affect immediate growth and development but also impact longterm health. Food preferences and eating habits will start developing at an early stage, so it is especially important to expose your child to a variety of healthy foods since it shapes dietary patterns. Offer picky eaters a variety of foods and experiment with different fruits, vegetables, meat, fish and dairy products if there are no allergies involved. You can use a tasty delicious milk-based product as Mio Merenda and add different fresh fruits as a tasty nutritious snack. Otherwise, choose from the variety of flavours available to identify your toddlers’ favourite!

Baby wipes Thanks to their pure formula with chamomile and arnica extract, the new lightly-scented Babylino Sensitive wipes cleanse and care for the baby’s sensitive skin while helping to protect against irritations and rashes. Each pack comes with a practical reclosable lid for better product preservation and a pleasant baby fragrance.

For trade enquires, call Pemix Distributors Ltd on 2143 7926. For more information, visit www.facebook.com/Babylino.Malta/ www.parentchildclub.com.

New MCA summer course for kids who love to cook The Mediterranean Culinary Academy has just launched a new summer course for aspiring young chefs.

In the Junior Chef Programme, youngsters aged between eight and 16 will learn a wide range of professional-quality culinary skills, such as simmering, sautéeing, roasting and baking, as well as how to build sauces from scratch. They will also learn about flavour pairing, taste and balance in dishes.

The course will help to build their understanding of local produce and food culture – with visits to animal and vegetable farms and even an olive grove – while instructing them on proper food storage, as well as safety, organisation and hygiene in the kitchen.

“We recently ran some child-focused cooking workshops and noticed that so many children are keen to learn about food,” explained Debbie Schembri, MCA culinary officer. “They already enjoy dining but want to feel more independent and accomplished in the kitchen.

“Through the Junior Chef Programme, we want to teach children that cooking isn’t just about being in the kitchen; it can help you in many inother ways, from being a confidence booster, to learning about mathematical ratios and chemical reactions. It also teaches discipline, patience and sensitivity. But, more than anything else, it is fun and creative!

Putting together a plate of food on your own and sustaining yourself without having to rely on a parent to do it, can offer a great sense of achievement.”

Youngsters attending the summer course will also learn how to prepare an impressive menu of dishes, including pork saltimbocca with salsa verde and crunchy roast potatoes, and pasta (made from scratch) filled with ricotta and accompanied by a summer vegetable and Maltese sausage ragù. They will also be taught how to make flaky pastry for quiches and a delicious chocolate fondant with macerated summer fruit.

After the eight-session programme is completed, there are many options for would-be chefs to continue their culinary education with the MCA. There are plans to hold a winter programme to build upon the skills learnt in the summer course, while a series of one-off workshops will focus on specific cooking techniques.

To celebrate birthdays and special occasions for eight- to 15-year-olds, the MCA also offers a Junior Chef Party, where party-goers can learn from the chef instructors how to make a delicious fresh pasta dish from scratch to be eaten at the event, alongside a cake that the mini chefs can also have fun decorating themselves.

MCA’s Junior Chef Programme will be held between July 8 and August 1, on Mondays and Wednesdays for those aged 8 to 12, and on Tuesdays and Thursdays for those aged 13 to 16. A second programme for those aged 13-16 will be held from Mondays to Thursdays for two weeks between August 19 and 29. More information and booking details may be found online at www.mcamalta.com

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PRODUCTS & SERVICES

SHOP WINDOW Benna’s new kids yoghurt

Become a social contact The Social Contact Service at Aġenzija Appoġġ is aimed at individuals, couples or families who wish to dedicate some of their time to children in residential homes.

These persons, who can spend a day or a weekend with these children, are trained and assessed by the professionals of this service. Once the individuals or couples become approved social contacts, they are matched with a minor who is eligible to benefit from this service.

Social contacts are encouraged to carry out different activities with the children. Some of them enjoy spending time with the social contacts and their families, since they do not have the opportunity to spend time with their own families. Others like to engage in extracurricular activities such as sports, drama or dance classes, and social contacts are encouraged to accompany the children to these events.

It is very important that those who would like to become social contacts are committed to spending a consistent amount of time with the children. Becoming a social contact requires commitment because children need stability and individualised dedication.

Anyone interested in becoming a social contact is encouraged to contact Aġenzija Appoġġ on 2295 9000 or by sending an e-mail to appogg@gov.mt.

Benna has recently added Yummy Kids Yogurt to its range of fresh milk product.

As its name implies, this yoghurt range is specifically made for a younger cohort, with its target audience being children aged one and older.

These yoghurts are a first for the local market since they contain a mix of fruit and vegetables and are fortified with Vitamin D3, apart from being a good source of calcium which aids to have

Loacker goes green Loacker, a South Tyrolean family-run company specialised in the production of the finest wafer and chocolate specialties since 1925, has introduced Loacker Matcha – Green Tea, an original product complementing the Loacker Speciality wafer ranges.

Since time immemorial, tea leaves on the volcanic hills of Japan have been harvested for matcha. The plants are protected from the sun right before their young buds and the highest leaves are carefully harvested. Matcha farmers then steam and dry the leaves, remove the stems and veins and finely grind them.

The precious powder is stored in a dark and airtight space to preserve its refined taste and natural, bright green colour.

This noble ingredient allows Loacker to create an incredibly good cream filling without added flavourings, colourings or preservatives. The cream makes up to 74 per cent of the product. The high quality of Loacker Matcha – Green Tea – just like every other Loacker product – is also guaranteed by the constant attention the company pays to the environment, using natural ingredients for exquisite treats. The production plants are located in the heart of the Alps, where the air and water are fresh and pure.

Decorating your children’s room Furniture in your children’s room can be a challenge. Either you like it and they don’t, or they outgrow it so fast that neither of you enjoy it.

It is good to keep in mind that the process of buying children furniture is slightly different than adult furniture, for the mere fact that children grow. Along with your budget, you need to decide if you would rather pay a higher amount for furniture that can take a child from a crib into preteen years. The other alternative is to buy furniture at each stage in your child’s growth.

You should also keep in mind that with children’s rooms it is ok to not play by ‘decorative’ rules: if your child likes bright colours, infuse them into decorative bedding, area rugs and matching lighting fixtures. If your child loves a colour that you are not crazy about, consider painting the room in a neutral tone, then adding your child’s colour to a piece of furniture or their bedding. Which is where Carmelo Delia comes in.

Thanks to its FAER range, a top Italian brand that specialises in bedrooms for both adults, young children and teenagers, the company has a vast range of finishes, styles, colours and accessories that will please both parents and children, without breaking the bank. Visit the showroom in Valley Road, Birkirkara, to explore the extensive collection on display or visit www.carmelodelia.com.

Call on 2147 2882 for appointments (recommended).

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healthier bones. Of importance is the fact that these yoghurts have a lowsugar content (less than 10g per 100g) in line with the local health authorities’ guidelines and adhering to the World Health Organisation (WHO) guidelines.

Moreover, these yoghurts do not contain any artificial colourings, preservatives or sweeteners. The range consists of three flavours: banana and kale, strawberry and carrot, apricot and pumpkin.