Child (September 2015)

The magazine for parents

CHiLD

ISSUE 48, September 12, 2015

How to balance work and family: TIPS FROM PARENTS

Birth: From the mouths of midwives

Your school needs you Parents’ vital role PLUS: HELP YOUR CHILD BELONG • HOW TO DEAL WITH STUBBORN TEENS • STUDYING SMART • HEALTHY SCHOOL HABITS

CHiLD ISSUE 48 September 12, 2015

Contents Back to school 40 Parental Participation: What schools expect 45 Top Tips: How to study smart 49 News You Can Use: Healthy school year habits 51 Education: Should parenting skills be taught at school?

54 News You Can Use: National BMI survey; ‘physical’ learning; interactive science

Other features 6 Birth: Midwives recount their experiences 13 Psychology: Why teens can be so stubborn 17 Family Life: Working parents’ tips on finding a balance 24 Babies: Tips for a good night’s sleep 27 Top Tips: Conveying presence when absent 30 Parenting: Belonging and empowerment 37 Internet: Tips for safer browsing 56 Shop Window: A roundup of great products 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 Andrew Azzopardi, Marika Azzopardi, Keith Bartolo, Stephen Briffa, Sandy Calleja Portelli, Faye Camilleri Preziosi, Gary Direnfeld, Nicole Madison, Gordon Vassallo, Liza Williams Photography Chris Sant Fournier Design Holger Camilleri 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. © 2015 Reproduction in whole or in part without written permission of the publishers is prohibited.

4 CHiLD SEPTEMBER 2015

Healthy families and successful schools Democracy doesn’t just apply to countries. It’s an important concept to get to work in families too. A democratic style of parenting – as opposed to being a dictator or a doormat – imparts a sense of belonging to the children that fosters self-esteem and confidence.

This is the Adlerian way, and the ideas of Alfred Adler, such as participation, responsibility, encouragement, form a key school of thought in approaches to raising children. Gordon Vassallo provides an excellent introduction in this edition of Child.

Participation is a theme that runs through quite a few other articles in the magazine. Sharing daily activities and household chores are two of the tips that emerge strongly in a piece by Faye Camilleri Preziosi on how to find a balance between work and family, or more specifically, creating quality time with the children.

Also, parental participation is one of the ingredients of success when it comes to schooling and individual achievement, as heads of school outline in another feature.

The back-to-school theme is strong in this issue; we are just a week or two away after all. You’ll find tips on studying techniques and developing healthy schoolyear habits, as well as school-related news that ‘you can use’.

At the intersection of parenting and education, Sandy Calleja Portelli asks: should parenting skills be taught to our children at school? In a sense, it already is, as you’ll find out.

Child goes back to the raw beginnings of the parenting process with midwives recounting their experiences of bringing new life into this world: the joys, tragedies, disappointments and satisfactions.

“Good luck for school” may be an appropriate way to sign off to all parents reading this.

BIRTH

Special delivery MARIKA AZZOPARDI LOOKS AT THE AMAZING WORK OF MIDWIVES.

Midwifery is as old as mankind. Once shouldered by the mother’s female relatives or friends, this vital role in the most momentous occasion of a woman’s life is today performed by fully trained midwives and doulas.

While the focal point at birth is the mother and her baby, by her side is another female who assists, comforts and supports a stranger during one of the most trying moments of her life. If there is one job in the world that’s not run-of-the mill, it must be that of helping bring a new human being into existence.

Some of these extraordinary women share a “The most trying few of their most memorable delivery room experiences moments over the years. involve tragedy and

Elizabeth Muscat Seasoned midwife who has seen her fair share of all it takes to give birth.

Draining, compelling, amazing, powerful experiences all… and it is now over 25 years since I witnessed the first birth.

I remember being so impressed by how fast women forget the pain of childbirth and are joyful to see their newborn, quickly making their best efforts to see to the baby’s needs, feeding and cuddling, in spite of the exhaustion.

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6 CHiLD SEPTEMBER 2015

leave me completely drained, stressed and overwhelmed”

And babies are resilient too. One of the most resilient I can remember settled down and stopped crying as soon it was handed into the mother’s arms, its breathing regular. The baby stayed serene on the mother’s chest and sought its way to the breast for its first feed.

Then there are the fathers – one in particular lifted the baby in his arms as soon as cord was cut and was crying with joy all the while. He expressed relief

that the long-awaited baby had finally been born, kissed it and handed it to his wife. Another husband who impressed me held his baby skin to skin while the mother showered.

There were of course the just-in-time births. One started with an ambulance call from the father who was stuck in peak hour traffic at Marsa. The baby was born in the ambulance.

BIRTH

Elizabeth Muscat

Jeannine Cassar New midwife, ready to birth as many babies as possible.

Another ambulance call led us to a place in the dead of night in winter. No electricity was available so we had to work by torchlight.

The baby was born just five minutes after I arrived.

The most trying experiences involve tragedy and leave me completely drained, stressed and overwhelmed. Several of these cases required a transfer to Intensive Therapy due to bleeding after

caesarean section or post normaldelivery bleeding…

As a midwife I see parents in a state of oblivion, anger or denial when things go wrong, as in the case of intrauterine death, preterm birth or when the baby has to be transferred to a special baby unit. These are all really intense moments for all involved.

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For me midwifery is a special profession as you touch people’s lives in a unique way. My best interest is the well-being of the mother and baby. Moreover, I make sure that I have done my utmost for the parents to have a wonderful experience as it is ultimately a time that they will cherish for their whole life.

I am proud to say that I witness a miracle each day. I still remember the first delivery clearly, one I assisted as a student. The happiness I felt when I handed the baby to the firsttime parents is still imprinted in my mind. It

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CHiLD SEPTEMBER 2015 7

BIRTH becomes challenging when a mother’s labour starts to deviate from the norm, for example when a mother needs an immediate caesarean section to deliver her baby.

It is especially difficult for me as a midwife to witness parents grieve over a stillborn child or a miscarriage. However, the birth of healthy babies always outweighs these difficult moments.

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Carmen Delicata Once a midwife, always a midwife at heart, although midwifery days are now over.

I practiced midwifery for a very short span of time, quite some time ago, and my strongest memories come from my student days.

As students, we were “What chasing labour wards I enjoy the trying to get our quota most during a Jeannine Cassar of deliveries. One of delivery is placing the my most dramatic exnew baby skin-to-skin periences as a student with the mother midwife was a lady who right after the was a feeling of gave birth on the hospidelivery” great satisfaction and tal stretcher, in the elevator. a job well done, which There I was rushing her up keeps me going till this day. to labour ward, as she was having Nowadays women are well informed strong labour pains – she about the choices they have during had just come in labour such as the available pain relief through admissions. “… and the different birthing positions. For Her husband was the baby example, a delivery that I will never forbesides her trying was born just get is one where the mother delivered to reassure her as the elevator her baby using the birthing stool. and support her doors Another normal delivery I experithrough the pain. opened” enced happened in the middle of the Suddenly she

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night – a mother delivered her baby within a matter of seconds, something which left us midwives speechless till this day.

What I enjoy the most during a delivery is placing the new baby skin-to-skin with the mother right after the delivery, witnessing the close connection between the mother and her baby.

However, things are not always plain sailing in the delivery room. Our job 8 CHiLD SEPTEMBER 2015

was pushing baby out, I could see baby’s head and there I was imploring her not to push but to wait until she is on the bed in the delivery room. I was scared that I was going to be on my own delivering this baby.

But her urge to push was too strong and baby was born just as the elevator doors opened.

Thank God, baby was fine and all was well.

Another moving experience, but in a different way, was when I was assisting a pregnant woman who had cancer. Before pregnancy she was in remission and doing very well, but her pregnancy exacerbated the progress.

She was advised that her pregnancy could affect the re-growth of her cancer, however she gave priority to her pregnancy and continued with it against her doctor’s advice.

At the time, I was studying and working in a country where abortion was legal, however this woman was ready to sacrifice her health and eventually her life to give birth to a new life.

I remember with sadness our conversation about her wish to be given some time — to live that bit longer, to mother her child and leave beautiful memories of love and endearment.

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BIRTH bies under the Christmas tree in beauti“Although, the baby was so fully decorated living rooms. The twinsmall and helpless, he fought his kling lights made the birth experience way through during resuscitasurreal. The elation and sense of wonder tion although obviously he had and achievement as a new mum presto be transferred for more intenents her new offspring to her own sive care at the NPICU (Neonatal mother, the awe in siblings’ faces as they Intensive Care Unit). welcome their new brother or sister…

During my work experience One of the births I attended hapwith labouring mothers, I have pened in a toy-sized house with a single come to realise how strong and small bathroom. The mother chose to resilient women are in childdeliver at home because she had a real birth. Birth is a journey that both fear of any hospital setting. Instead of a mother and her child must chemical forms of pain relief, we used face together. Considering the aromatherapy, reflexology and labourfact that childbirth is such a ing in the bath to ease her pain. challenging process, mothers I spent hours pouring water over show how tough they are her contracting belly as she breathed by overcoming all difficulties through her labour pains focusing on and having the strength and courage to deliver a child “He into this world. was the model The presence of the for all fathers. father during birth is alBringing flowers and ways reassuring for the chocolates to the mother and he is a vital mother after she had part of the childbirth delivered helped process. One particular too!” father was not just a present figure in the delivery room but was highly motivatAnalise Gingell ing to his partner, very encouragRecent graduate, a proponent of ing and had a positive outlook. skin-to-skin care He was the model for all fa“I attended I definitely cannot forget the very thers. Bringing flowers and many home births first delivery I have ever witnessed and chocolates to the mother and the beautiful expeassisted when I still was a midwifery stuafter she had delivered riences stay with me fordent. It was a very long and tough delivhelped too! ever… such as delivering ery and the ‘pushing stage’ seemed babies under the Christnever-ending to me (let alone for the my eyes as she mas tree in beautifully mother!). did so. What she decorated living rooms” I experienced ecstatic and wonderful did not realise was feelings that are very difficult to explain. that I was desperate to Marisa Warwick I vividly remember the atmosphere spend a penny and had Specialised in home births, she when the baby boy was finally born. The nowhere to go in the small speaks of her experiences in the UK. parents and I were all in tears at the parhours of that morning.

Every mother and baby dyad, every ticular moment when we witnessed the The outcome was a lusty 7lbs 12oz family unit I have looked after in the 30+ beauty of the miracle of life. boy, delivered on the tiny landing. She years of being a midwife, has been very One of my most shocking experigot out of the bath as she was pushing special to me. Indeed I feel very priviences was the birth of a highly premabut did not go far as her son made his leged to be part of the most momenture but strong baby who had to be way into the world. tous event in a woman’s life. delivered urgently. While dealing with Seeing the mums and new babies in I consider myself very lucky to have the parents’ anxieties, I also had to my care relaxed and comfortable toworked for many years as a community continue with my midwifery duties (by gether in a serene bubble, I gather my midwife attached to a very proactive preparing the mother for an emergency equipment and leave to go home to my unit in the UK. I attended many home caesarean section) as well as communiown bed…and another day, thinking to births and the beautiful experiences stay cating with the obstetric and paediatric myself, not for the first time ‘I have the with me forever… such as delivering bamedical team. best job in the world’.

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10 CHiLD SEPTEMBER 2015

PSYCHOLOGY

Why is your teenager so stubborn?

Here are six possible explanations.

By Liza Williams.

W

hen your child reaches his teens and starts to fend for himself, you can take a back seat at last, until he starts presenting you with new challenges, like uncharacteristic stubbornness.

Such behaviour can be hurtful, bewildering and difficult to deal with.

You know he’s going through hormonal changes but that hardly explains his new habit of driving you up the wall.

But those hormones, and the whole caboodle of growing up, may be affecting him in deeper ways that could explain this rudeness. Here are six possible causes to consider, among others.

1. It’s humiliating to give in It’s never easy to admit defeat but it must be particularly difficult for a young person approaching adulthood to give in to a nagging parent. The last thing he wants is to have to surrender to your reasoning, when he’s been trying to get the message across that he’s a mature, sophisticated young adult with views of his own.

2. He’s questioning your fundamental values Your views may seem sensible to you, but your teenager has been considering different ones lately, and has suddenly started questioning the values he was brought up with. However trivial the subject, he’ll feel the need to challenge your view of it. It’s a natural process and he’ll come through it in the end.

“He still needs you as his steady, guiding light”

3. He’s getting back at you for a previous grievance During the teen years, children tend to feel insecure and oversensitive. A mere look of disapproval can feel like a blow, causing bitterness to build up out of all proportion, and this may have happened to your youngster. Now he’s picking an argument as a vent for all that resentment, even though he’s forgotten what it was about by now.

4. He’s unhappy about a long-term situation He may be looking at his family in a new light, as he mooches about in the small hours or lazes in bed all morning. He could be looking afresh at matters he took for granted before, like the frailty of his grandparents, or the unbeatable academic success of his older sibling, or the enviable popularity of his younger one. If there has been any upheaval in the family, such as parental break-up, he may be readjusting to that, too, however long ago it was. Weighty concerns like these can be hard to talk about and may get bottled up instead, until they explode.

5. He’s afraid of specific consequences He may be digging his heels in over a simple matter for a reason you couldn’t guess. If he’s refusing to pop out to the shop for a loaf of bread, this could be

because of a classmate who works there, such as a girl who’s shunned an advance from him, or a boy who bullies him.

Or does he have a pimple on his nose that he doesn’t want anyone to see?

6. He’s stuck in a tangle Perhaps he reacted instinctively against your request, in his dark mood, then realised he was being absurd but couldn’t backtrack without looking even more of a fool. He’s probably feeling pretty uncool anyway with his lanky legs, spotty face and disastrous new hair style, and he’ll be kicking himself over this latest tangle. He’s one big bundle of frustration, poor kid!

When your youngster starts to look and sound like an adult, it’s hard to believe he’s still a child inside, and a very mixedup one. He still needs you as his steady, guiding light. While seeming to shun you, he’s just testing your reactions, or using you as a sounding board for his changing ideas.

He’s chosen you for the role because you’re his rock. It’s tough on you, but hold tight for a few more years and you’ll be amply rewarded by the charms of your young adult.

Liza Williams is a freelance writer and children’s poet.

CHiLD SEPTEMBER 2015 13

FAMILY LIFE

The

balancing act BALANCING WORK AND FAMILY, AND TRYING TO FIND QUALITY TIME WITH THE KIDS, CAN BE STRESSFUL AND CHALLENGING, ESPECIALLY WHEN BOTH PARENTS WORK. WE ALL SOMETIMES FEEL IT’S A BIT TOO MUCH. BUT NO PARENT GETS IT RIGHT ALL THE TIME – AND THAT’S WHY WE CAN ALL LEARN FROM EACH OTHER. FAYE CAMILLERI PREZIOSI ASKED FIVE PARENTS HOW THEY MANAGE. MAR-JEAN MUSCAT Has two children aged 7 and 10 and works as a teacher from 8.25am till 2.50pm.

“I

have to leave home at 7am to drive the kids to school and still be on time for work. This means a strict routine… as with many things involving kids, I find that routine really helps. Since the children sleep at a decent hour, waking up early is not usually a problem for them.

When planning after-school activities, I co-ordinate them to ensure they’re on the same day, at the same time and, if possible, in the same place. Hence most of them are done at school and that

helps with time management. Should with the kids individually and as a family. only one of the children have an extraIn terms of practical tips for achieving curricular activity, I usually go for a walk, the right balance, I think children need to or talk, play, or read with the other child. understand and feel part of the family Sometimes I run errands and try to team. In our case, certain decisions involve the kids in the shopare taken together, for instance ping and decision-making. where to go on holiday, what “As with Once homework has to do during the weekend, many things been done, the children how the workload at involving kids, play, eat, wash, and read home is divided. All family I find that before they sleep. Luckily members have duties aproutine really my husband understands propriate to their age. This helps” a working mum entails a aids ownership, time manshared home workload. I feel agement, peace and serenity. less stressed knowing that some My other advice is children parts of the household management need to sleep, so don’t underestiare completely taken care of by him. This mate its importance. Lack of sleep allows us to spend more quality time makes kids cranky and when children CHiLD SEPTEMBER 2015 17

FAMILY LIFE are asleep it gives a couple time to enhance their own relationship. In my case, we prepare for work, but we are still striving to one day succeed in leaving work at work!”

SHARON VELLA Has two daughters aged 6 and 8.

Works about 35 hours a week in winter and 25 hours in summer as a parttime financial controller and helping out in the family business.

“I manage the daily routine and demands of family life by taking the children with me wherever I go and trying to make it fun, even if it’s just shopping.

They are my friends and part of my life, so I involve them as much as possible in what is going on in the family.

The bulk of housework and ironing is asleep. I try to spend all afternoons with done by the maid, which frees me up them… we play board games together to do other things. I do my shopping and card games… if it’s colouring, I also online after the children are asleep, as join in. well as any remaining daily chores.

Saturday mornings we are usually I order my meat by phone home, so I clear up the house from the butcher and then for the week while the chiljust collect it. dren do homework.

On days the children When they’re done I in“Specifically have after-school activivent games where we set aside ties, I use the opportutake turns, so I can contime to spend nity to do as much tinue the chores until it is with your cooking for the week as my turn. kids” possible, so I don’t have To ensure you get the to cook when they’re home. best out of the time you During meals TV is switched have available my advice to off and we all talk about our day at other parents is to specifically set work/school. aside time to spend with your kids and, Around 10 to 15 hours of my working where possible, plan the rest around week are flexible, so if necessary I can them, not the other way round.” catch up on work once the children are

ALEX BOGNER Takes care of two children aged 5 and 8. Left his job as a manager in France to follow his wife, the CEO of a French company, to Malta, and now runs his own business.

Sharon Vella and her two daughters

18 CHiLD SEPTEMBER 2015

“To occupy myself while the children were at school and to create a social life, I took on the role of treasurer for Malte Acceuil, an association for French speaking people in Malta, and I became a member of the Sliema Lion’s Club.

I also set up my own business, ‘Cook With Alex’, giving lessons in French cuisine. The business is growing and keeps me busy for between 15 and 30 hours per week, depending on how many lessons I’m giving.

To help me with the housework I have a cleaning man who comes once a week. With a family of four there is also quite a lot of laundry, so to cut down on the time I spend on it I use a dryer even in summer.

To minimise the time needed to shop I order everything except for fresh food online. I’ve got three different templates on the supermarket website, so making an order only takes me around five minutes.

The children now take a mini-van to school and come back with our nanny, which frees me up to do other things. As English is not our first language, our

FAMILY LIFE nanny helps the kids with all their school homework, while I help them with their French lesson homework.

During our time with the kids, “I find after school or weekends, we cooking with like to play family games, or the kids is one of go for a swim, or to the park, the best ways to the cinema, or out for an icespend quality cream or a drink at a cafe, or time with shopping. We also really enjoy them” building lots of amazing things with Lego.

The children love to cook too and their favourite things to make are lasagne or tarts. Getting their hands dirty is great fun! I find cooking with the kids is one of the best ways to spend quality time with them.”

MARGARET DIMECH GALEA Has a daughter aged 7. Electrical engineer working in sales about 30 hours a week with a large distributor of electrical and lighting products.

“My hours are flexible and I can also work from home, especially when my daughter is sick, or when I have urgent projects to work on.

My husband works long hours, so I have to see to all her school and extracurricular needs myself. She normally stays on at school for French and catechism lessons and also goes to ballet.

This year she might also do karate, if we manage to fit it in.

I try to fit my working hours, and run errands, around the time my daughter is at school, so I’m with her once she’s done. Carpooling to and from school has helped immensely, as it has given me more free time. I wake up very early to do some chores before setting off to work – as by the “Bedtime evening I’m usually too tired is the to do anything! time we get Once my daughter is to talk the home she relaxes for a while, then does her homemost” work. I normally stay close, cooking or whatever else needs doing, so I’m with her. We also try to spend time together afterwards: playing games, watching television, or just doing something together. On days when she doesn’t have anything after

Alex Bogner

Margaret Dimech Galea and her family

20 CHiLD SEPTEMBER 2015

FAMILY LIFE school we go somewhere together, or invite a friend home.

However, the daily routine I really look forward to is bedtime, as it’s the time we get to talk the most. My advice to other parents would be not to rush this part of the day, as it’s a great opportunity to spend proper quality time with the kids, without any distractions. It seems to be a time when my daughter reflects on her day and all her stories, worries and the most significant parts of her day come spilling out.”

Pia Malm and her three kids

PIA MALM Has three children, 12, 9 and 7 years old. Runs her own baking business making cakes and favours for all kinds of celebrations.

“My day starts around 6 am. I get up and prepare for that morning’s work, then take the kids to school and get back to work around 9.30. I do about four hours before I have to prepare food for the children and drive to school to collect them.

We’re usually back home about 3pm, or 4.30pm if there is an after-school activity.

“Make Weekday afternoons are sure they know rather short, but there are that in amongst still plenty of opportunities the laundry loads for quality time. The school and grocery lists, run is perfect for a good spend afternoons with they still come chat… all the day’s events the children, I have befirst” are still fresh in their minds. come an expert at multiThe kitchen is also a great tasking. I aim to keep one place to spend time with the kids: morning a week for food shopgetting them to crack eggs for panping and all those other things that cakes, shape dough to make bread, or need doing. cut vegetables for stir fries. They love litWe all like the outdoors, so weekends tle jobs and take great pride in being we often go for a hike, bring a picnic useful. and stay out all day. We all seem to reAfter dinner and homework they just ally switch off during these walks and it’s want to play and relax. Sometimes we a wonderful time to be together, relaxgo for an evening walk, which is a lovely ing, exploring nature and just talking, lisway to round off the day. Another exceltening, observing and learning about lent opportunity for quality time is takeach other. ing them to an event that encourages My best advice to parents is tell your their different interests. kids you love them every day, many Once the children are in bed, I get times a day, particularly at bedtime, to back to work. As my workload and the make sure they know that in amongst kids’ activities differ from week to week, the laundry loads, cake boxes and grono two days seem the same. In order to cery lists, they still come first.”

Creating time with the kids: how these parents do it • Establish routines • Do some daily activities together • Divide family household duties • Shop online • Cook in bulk • Cook with the kids • Switch off TV at mealtimes • Plan around the children • Plan specific time with them • Use school transport or car pool • Occupy yourself close by during homework • Do chores early in the morning • Make sure they get enough sleep • Use bedtime for quality time

CHiLD SEPTEMBER 2015 21

PROMO

OLD COLLEGE, NEW HEAD St Edward’s College, that venerable institution founded in 1929, has a new headmaster: Nollaig Mac an Bhaird. He found the time to answer a few questions – some of which parents of prospective students might typically ask – as he stepped into the hectic preparations for the coming scholastic year.

If you were to describe a typical St Edward’s student on graduation day, what would he be like?

I am a new headmaster to the school and am impressed by the manner in which Old Edwardians carry themselves, from recent graduates to not so recent ones. Descriptors that come to mind are respectful, eloquent, courteous, articulate and aware of his or her responsibilities to society.

If you look at the graduates that have passed through the College you will find that many are leaders in business, politics and industry in Malta now and have been in the past.

Malta is an independent and proud state, unemployment is relatively low, the standard of living good. You will find that this has come about due to the dedication of many Maltese including the input of many Edwardians.

Care to mention some famous old boys?

The problem with a question like this is that when I list some I will inevitably leave someone out! So, if I do not mention someone I apologise, 22 CHiLD SEPTEMBER 2015

each Edwardian graduate is famous in their own right. However, having placed that disclaimer I can mention: Lord Igor Judge, PC QC Lord Chief Justice of England and Wales, recently retired; Mgr Charles J Scicluna, Archbishop of Malta; Edward Debono, lateral thinker, someone who has influenced not just educational development but ‘thinking’, in general, worldwide; Michael Zammit Cutajar who set up the UN framework on climate change, again a body that will have worldwide implications.

What is the college’s record in national and international exams?

The College recognises the importance that society, tertiary level education and prospective employers place on the ‘currency’ of academic results. These figures/marks/grades are how our world quantifies a person. This is an ongoing debate, certainly in schools and often in wider society.

St Edward’s opened its doors in 1929. If one looks at the positions that Old Edwardians have

Headmaster Nollaig Mac an Bhaird at St Edward’s College

occupied in Maltese society and internationally, contributions that have been made and continue to be made, I believe that the results speak for themselves.

However, having said that, I must stress that St Edward’s also places a high value on other aspects of the development of an individual, through sport, social responsibility, emotional development and respect. St Edward’s over the years has an excellent track record academically, however, it must be emphasised that while we in the College strive for and demand academic excellence, we also want our graduates to be outstanding citizens.

So besides striving for academic success, how do you go about shaping personalities?

There are many factors that go into shaping a personality. Ask any parent with several children. They love and care for them equally yet the characters are often quite different. There is no magic formula for developing a ‘personality’.

Remember that a school is a learning environment, it is a place where children experiment, socially, emotionally and academically.

Caring educators often find themselves explaining social and emotional situations where students confide in them.

PROMO In our Early Years and Junior School programs we look to instil a sense of confidence and responsibility, with a large helping of respect, into our students.

What is your approach to discipline?

Clear expectations coupled with respect for self and one’s environment. St Edward’s caters for students from Early Years through to Junior School, Middle School, Senior School and finally Sixth Form. Discipline will have to match the age level of the student and the incident.

The same reprimand to different students will not necessarily produce the desired results.

Parents will recognise this. One child will respond to a stern warning, another might need, for example, a ‘time out’. Parents try to be ‘fair’ when addressing their children. You have to look for that key, that connection to the child, and indeed the situation.

How will you deal with bullying?

I cannot tolerate any form of bullying; it has no place in a school where parents send their children. A school needs to be a safe nurturing environment where children learn. I handle bullying swiftly and with precision.

Does the school place high value in competition?

We place value in sportive competition yes. Sport is an integral part of the Edwardian ethos and the Edwardian life. This is reinforced by means of the Houses that students are placed into: Campbell, Congreve or Ducane. Boys are placed in any one of these Houses from Year 1 and remain there till they graduate in Year 11 (Form 5).

Within their years at the college they compete in sports events to gain points for their Houses. We also compete with other schools.

A bit of competition is healthy, it keeps a good spirit going among the boys. Our new state-of-the art facilities have been an excellent addition to the college’s sporting tradition.

What about class sizes and facilities?

Class size varies from small numbers in some of the upper levels, to classes of 18 to 20 in some sections.

Facilities are the best I have seen in my career. We have basketball, volleyball and tennis courts, a fabulous new athletics track, age appropriate football fields and a state-of-the-art gym with the latest equipment. Classrooms are fitted out with interactive whiteboards. The Early Years section has recently been refurbished and stocked with appropriate educational toys. We also have excellent science laboratory facilities.

What I am particularly proud of is the gym which I am looking forward to making use of.

Main Hall/Stage

Junior School playground

In what direction are you steering the college?

As a new Headmaster I am respectful of what has been achieved by my predecessors. I am currently being guided by Board members, teachers, administration, students and Old Edwardians.

What strikes me most when listening to these different members of the community is the pride and love that they have for the college. As such I will move carefully so as to preserve what makes St Edward’s special and also look to make improvements – but avoiding destroying what is in essence one of the most distinguished and best schools I have worked in.

This year we will revisit our core values, we will live our mission statement and we will continue to improve where improvements can be made.

Any thoughts of going co-ed?

That is a discussion that along with the key stakeholders in the community I look forward to having.

Junior School classroom

Chapel Sports facilities

Having been in the post for a very short time, what impressions have you formed of the college so far?

It is clear to me that the college has something ‘special’. In the late afternoon when the college is quiet, I walk around the grounds and through the corridors; you can almost hear the voices of those who have gone before. It is a humbling experience and at the same time exciting. I can feel the energy of all the graduates from the past as they hurried, played, got into mischief, played pranks on teachers and challenged each other in sports.

I feel a happiness about the place.

Who is Nollaig Mac an Bhaird?

What kind of extra-curricular opportunities do you provide?

Extra-curricular activities vary each year. They range from sports to chess to karate and judo to basic Chinese lessons. We do take into consideration what the boys enjoy.

How expensive is St Edward’s really?

In that sense, it seems to be rather a school for the ‘elite’.

I have noticed that when schools in Malta give out their fees the question that is asked is, ‘What is the total amount that it will cost me per year?’, including uniforms, books, outings and so on. When all of these are considered St Edward’s represents excellent value for money.

All our fees and costs are available on our website for parents to peruse.

When this interview was carried out, Mr Mac an Bhaird, an Irishman, had just taken over as headmaster. His approach has been shaped by exposure to Irish, British, Dutch, Maltese and US educational systems.

He describes himself as a firm believer and practitioner of education as opposed to teaching. His greatest achievement, he says, was helping a student believe that he could ‘do it’ when he was blind to and did not realise his own potential. “Educators do make a difference!”

Mr Mac an Bhaird is a founding and current member of the Academy of International School Heads. He is happily married to Tami (nee Mifsud) headmistress of Thi Lakin School in Attard.

CHiLD SEPTEMBER 2015 23

BABIES

HOW TO

get your baby to sleep…

…so you can sleep too. A guide for exhausted parents,

by Nicole Madison.

Y

our pride and joy has finally fallen asleep in your arms. You tiptoe to her crib and gently ease her in. You take a step back and revel in the awesome sight of your little angel sleeping peacefully. You tiptoe from her room being careful to avoid making a sound.

Finally, you settle yourself into bed for some much needed sleep. You shut your eyes and begin to drift to sleep only to hear squals from your baby’s room. You go back and repeat this process several more times, leaving you completely exhausted.

Getting baby to sleep can be one of the most difficult challenges a parent can face. Babies seem to have their own sleep clocks, waking and sleeping at times that seem very odd to adults. So how can you get baby to sleep and get some long overdue shuteye?

Start by recognising the fact that baby’s sleep cycle is different from an adult’s. Adults enter the deep sleep stage of rest more quickly than infants. Adults usually go directly into the state of deep sleep, while infants, in the first few months, enter the light sleep stage first. After 20 minutes or more they gradually enter deep sleep, from which they are not so easily aroused.

Infant sleep cycles (going from light to deep sleep, and then back to light sleep) are shorter than those of adults.

They last an average of 50 to 60 minutes. This means infants experience a period of vulnerability to waking every hour. Adult sleep cycles lasts an average of 90 minutes.

24 CHiLD SEPTEMBER 2015

Babies awaken for all sorts of reasons. One very common reason is hunger.

Infants, especially in the first three months, awaken an average of every three to four hours to eat. Other reasons for night-time awakening can include soiled diapers, discomfort, and occasionally illness.

After the first few months many babies begin to sleep for longer stretches during the night, but many still awaken 1-2 times per night through the first year. Some continue to awaken well into the second year as well.

Not all babies are alike. Recognising that, like adults, babies have different personalities and temperaments may help you figure out the best way to help your baby to sleep.

Some infants are self-soothers, meaning they can go through the period of light sleep without waking completely. If they do happen to wake completely they can soothe themselves back to sleep. Other infants need help returning to deep sleep.

Many will suggest you let your baby cry it out. This means you let your baby cry himself to sleep with the expectation that the length of crying time will gradually lessen, until eventually your baby learns to soothe himself to sleep.

This method seems to work for some, but many parents find this method overly stressful, and even cruel, for them and their babies.

To get your baby to sleep without making her cry it out, start by establishing a routine. Put your baby to bed at the same time each night. Try giving a warm bath, followed by a relaxing infant massage. Cuddle and talk to your baby. Sing lullabies or listen to relaxing music. Make sure your baby is well fed to avoid her waking too soon due to hunger. Keep lights dim and noise to a minimum.

BABIES

If your baby wakes during the Use a baby night, wait a few minutes before swing. Mechanical “Many going in to see if baby goes back swings or rocking cradles can calm babies sleep to sleep on his own. If you respond babies and help lull them to sleep. too soon, he can’t learn to comfort himIf you are breastfeeding, nurse your better when next self and go back to sleep on his own. If baby.

Babies often fall asleep while to the warm body his cries continue, go in and attend to breast-feeding. However, don’t let this of a loving any needs such as feeding and diaperbecome so much a habit that your baby parent” ing. Be gentle, quick, and quiet in helping will only fall asleep while nursing. baby, to avoid getting baby excited and Make sure baby is completely asleep unwilling to go back to sleep. before putting him back down. Baby will beIf your baby doesn’t need to be fed or diapered, come very limp and heavy. Try lifting his arm and try a few soothing pats on the back. Talk softly to your letting it drop. If it is limp, baby is in a deep sleep. This baby to let her know you are there. Don’t turn on unnecusually takes at least 20 minutes after baby initially drifts essary lights or play with your baby. If your baby continto sleep. ues to cry pick her up. Rock her gently, cuddle her close, Try co-sleeping. Put baby in bed with you. Many babies walk or dance her around the room. sleep better when next to the warm body of a loving parTry soothing sounds, such as your voice or soft music. ent. If you choose to co-sleep be sure to set up baby’s White noise, such as the sound of a vacuum cleaner runsleeping environment to ensure your baby’s safety. ning, a fan, or running water soothes some babies by Above all remember your baby will eventually sleep reminding them of the sounds they heard while in the through the night without your help. Until then, make womb. Record some of these sounds and play them for use of the suggestions above to get as much sleep as your baby. Install a ticking clock in baby’s room. possible.

CHiLD SEPTEMBER 2015 25

TOP TIPS

Time together, time apart

by Gary Direnfeld

t is a common challenge that parents face: they must work while at the same time strive to meet the needs of their growing children. Caught between a rock and a hard place and needing to pay the bills, working parents often worry if their children are suffering from their lack of availability. In truth, there are some children who are suffering.

Some children who do not have adequate time with their parents are at risk of living a life feeling adrift, not connected in a positive relationship in a manner that lends itself to productive behaviour. These children are at risk of unproductive behaviour that could eventually be counter to their wellbeing and development.

And in some cases this could lead, at worst, to self-destructive behaviours including social withdrawal, early onset sexual behaviour, drug and alcohol use, truancy and delinquency.

It is important to know that children derive their sense of self-esteem from the quality and quantity of direct care provided by their parents. To the degree parents are available

I

and active in the lives of their children, the children develop an internal sense of self-worth. They also develop a sense of trust in a caring world.

Beyond self-worth and trust, time with parents allows for the transmission of values and morals. In spending time with one’s children, offering guidance, direction and discipline along the way, the children naturally pick up on their parents’ attitudes, beliefs, morals and values. Assuming reasonable parents, their time with the children thus begets reasonable children.

In view of realities where a parent’s work interferes with their time available with the children, strategies must be developed to help both parent and child cope with the lack of availability to maximize the opportunity for good outcomes.

Strategies include seeking ways to help children continue to feel connected to their parents during times of absence.

In infants and toddlers, smell provides a powerful connection. If the parent has a favourite cologne or perfume, placing a tiny amount on the child’s blanket or plush toy can be soothing to a child who thus senses a connection to the CHiLD SEPTEMBER 2015 27

TOP TIPS absent parent. The toddler can have their own photograph of their parent so the visual reminder serves as their connection and because preschoolers have the use of language, caregivers can remind these children of their parent’s love and time of return to help them cope and bridge gaps in time.

“Seek ways to help children continue to feel connected to their parents during times of absence” To facilitate the transmission of morals, values and parental authority, caregivers can also be asked to remind children that any directives, expectations or guidance they deliver are at the behest of their parents.

Hence the caregiver is “channeling” the parents who are thus kept front and centre in the lives of their children.

Beyond the strategies to cope with time apart, time together must include opportunity for pleasurable activity and engagement between parent and child.

Please note, that time together does not include indulging one’s child to assuage one’s guilt for lack of availability. Indulging only serves to create a sense of expectancy of something for nothing or an attitude of self-righteousness in the child. This in turn could cause children to behave solely in their own interest when older and that could undermine their intimate or workrelated relationships, as these relationships require an interest in the other for success. Meaningful time together includes bath and bedtime for the younger child as well as meals together with children of any age. So that children understand there are still expectations and required activities, parents and children can participate in household chores, making the activity fun and lighthearted along the way.

Lastly, parents must not shy away from correcting or disciplining their children. This must be free of abusive, shaming or demeaning behaviour, relying instead upon reasonable strategies such as time out, an early bedtime or loss of a privilege for a brief time.

It bears advising that the perceived severity of any consequence will be in the comparison to life with parents when all is otherwise well. In other words, all other time the parent spends with their children should be reasonable and respectful.

Work may be a must but using these strategies to mitigate your absence can help facilitate your children’s healthy emotional and moral development.

Gary Direnfeld is a social worker in Canada.

PARENTING

A child who belongs is a child encouraged Gordon Vassallo describes an enlightened approach to bringing up children that encourages and empowers them. oday no group is willing to be treated as inferior in society – and that applies to children too! Children expect and have a right to be treated as our social equals. However, in bringing up their children, parents do have a leadership role. And to be effective leaders, parents need the cooperation of their kids.

But parents can easily get trapped in unhealthy leadership styles which create a relationship that breeds discouragement in their children, possibly even setting them on a path to harmful behaviours and attitudes.

Developing a relationship that fosters encouragement in our children was the subject dealt with by international speaker Anthea Millar during a recent educational week organised to commemorate the 21st anniversary of the Malta Adlerian Psychology Association. Ms Millar is a UK Adlerian psychotherapist with 32 years of experience in supporting training programmes in the UK and in other countries.

Alfred Adler founded the Society for Individual Psychology in 1912. He emphasised the foundational importance of childhood in developing personality. He stressed the importance of training a child to be and feel an equal part of the family to avoid ‘personality disorders’ or a tendency to neurotic conditions such as anxiety or depression.

Adler believed that families’ and other educators’ role was to foster a democratic character within the child or adolescent.

In his own words, “as parents/educators we must believe in the potential power of our children, and we must employ all our art in seeking to bring them to experience their power”.

T

30 CHiLD SEPTEMBER 2015

Bro Saviour Gatt, president and founder of the Malta Adlerian Psychology Association, said: “Adlerian psychology has been embraced by teachers and parents nationwide for its practicality and efficacy in the upbringing and education of children and adolescents and as a psycho-social theory that is of great benefit in the development of personality.”

According to Suzanne Mohnani, the association’s chairwoman, Adlerian ‘Individual Psychology’ is a dynamic, holistic and insightful psycho-social model which regards people as ‘human becomings’. It gives prominence to the creative force embedded in each one of us, making us self-determining decision-makers responsible for our thoughts, feelings and behaviour.

We are all social beings and apart from our indivisible whole, we are also part of larger wholes – the family, the community, all of humanity, our planet and the cosmos.

In these settings, we meet the important life tasks: our work, our relationship with other people, love and intimate relationships, self-care and spirituality, all of which encompass a mixture of great satisfaction and fulfilment coupled up with a number of challenges.

As parents, we need to encourage ourselves. When we feel positive about ourselves, it’s easier to encourage others. It’s not an easy task being a parent and even if we have a difficult day when we wish we had behaved differently with our children, we need to know despite our ‘mistakes’ that we’re ok and can have another go tomorrow.

At the end of the day, the vital key to a child’s success is the positive involvement of parents. Children do not seek their parents’ perfection, but their presence. gordon@atomserve.net

PAReNTINg

“Instead of rewarding a child for picking up the toys, acknowledge their contribution when they do” Rewards and encouragement: what’s the difference?

First typical scenario: Luke, aged 4, was busy playing with his bricks which were strewn all over the floor. “Tea’s nearly ready” says his mother.

“If you clear away your toys, you can have a chocolate after tea.” Luke gets down straightaway and clears away the bricks.

This may seem to have got immediate results – but what’s going on here? Luke is learning to expect rewards (such as a chocolate bar or other treats) for everyday activities that are actually his responsibility. His mother has resorted to bribing him with rewards, rather like using a carrot dangled on a stick.

Bur surely rewards work? And if we don’t use a little ‘bribery’ what do we have as a replacement?

The psychology of Alfred Adler offers an answer to this challenge. Adler identified that children naturally want to connect through contribution, and they don’t need rewards to wish to do this.

This sense of contribution enables a sense of belonging so crucial for mental health. Adler emphasised the importance of encouragement rather than rewards. Present day research demonstrates how rewards can actually damage both children’s and adults’ natural motivation to contribute, and how rewards can reduce creativity and rupture relationships.

So what should we say to Luke? Research has identified that simply describing what our kids have done is very encouraging and better than any reward. Saying to Luke ‘You’ve cleared all the toys so we can now have tea’ would have helped him build a feeling of internal pride, and ‘courage’ which is at the heart of the word ‘encouragement’.

Second typical scenario: Diane, aged 9, entered a dance competition and her grandmother promised her €20 if she got into the finals.

Diane, who loved to dance at home, danced as best she could but did not get through to the finals. She was devastated Encouragement that she had ‘failed’. The very thing that motivates our her grandmother hoped would motivate children from the Diane ended up more like a punishment. “inside” and helps Children brought up in a climate of rethem feel capable wards often experience fear in thinking and empowered about what will happen if they don’t succeed. Not getting the reward is like another failure.

Unlike rewards, encouragement is a gift and can always be given, even when things aren’t going easily, and when mistakes are made. If our child takes a while to fasten his or her shoes, rushing in to help would transmit a message of mistrust: “You cannot handle it”.

CHiLD SePTeMBeR 2015 31

PARENTING

“Responsibility allows a child to feel useful and capable” THE ENCOURAGEMENT ROUTE… Give responsibility. By giving responsibilities, your child begins to feel trusted and competent. Responsibilities make kids feel useful and capable. Children misbehave if they don’t feel they are doing anything that matters.

Protect without being overprotective. Overprotectiveness can discourage our children, causing them not to trust themselves, or make good choices. Overprotectiveness can generate a perceived fear of doing something wrong or may contribute to rebellion at a later stage.

Empathise and show acceptance. Really listening to your child is extremely encouraging.

It shows that you value what they say and what they say is worthwhile. Accept your child in the moment, with all his or her imperfections.

Show love. Be affectionate. Hug. Say “I love you” Give your child a look of admiration. This lets your child know that he or she is loved.

Separate the child’s worth from both their accomplishments and their misbehaviour.

Appreciate the child’s uniqueness.

Show appreciation. Say a sincere “thank you”.

If you model appreciation, your child will learn how to show appreciation to others also.

Parents as leaders AUTOCRATIC PARENTING The Dictator Type. Setting strict limits without freedom.

Leads by rewards and punishment. Type of parenting that works on a superior/inferior dynamic with an expectation of compliance to external control. Precludes teamwork that can lead to creative success.

DEMOCRATIC PARENTING The Encouraging Type. Freedom within limits. Democracy does not mean you will always get your way. It means you will always get your say. A democratic and encourag-

32 CHiLD SEPTEMBER 2015

ing upbringing releases the innate potential of the child.

It stimulates independence.

Democratic parenting shows confidence, gives choices and responsibility and avoids the temptation to take over the child’s efforts.

It acknowledges effort not perfection. The fundamental inner motivation of humans is to belong and contribute to the community.

PERMISSIVE PARENTING The Doormat Type. Freedom without limits. Being at the full disposal at the demands of the child. Pampering the child does not encourage the development of the child’s independence.

PARENTING

The language of encouragement (Dinkmeyer, Mckay and Dinkmeyer)

WORDS THAT SAY ‘I ACCEPT YOU’

WORDS THAT SAY ‘I APPRECIATE YOU’

• • • • • •

• • • •

You seem to like acting a lot.

How do you feel about it?

I can tell you’re pleased about it.

It looks like you enjoyed that.

You did what you could at the time – that’s all anyone can do.

I enjoy your sense of humour.

WORDS THAT SAY ‘I SEE YOU IMPROVING’ • • • • •

You’ve worked hard on that.

You’re understanding that maths more easily each time.

Look at the progress you’ve made.

Looks like you spent a lot of time thinking that through.

I see you’re moving along.

34 CHiLD SEPTEMBER 2015

Thanks. That was a big help.

She needed your guidance and you came forward.

It was thoughtful of you to do that.

I really enjoyed our game.

WORDS THAT SAY ‘I KNOW YOU CAN’ • • • • • • •

You can do it. You’ve made it part way already.

You’re really making progress.

I trust your judgment.

That’s a tough one, but I think you can work it out.

I need your help fixing this.

You’ll figure it out.

Knowing you, I’m sure you’ll do fine.



is for exploring

i



is for learning

i

 is for creating

early learning centre 193, Merchant Street, Valletta – Tel: 21236228 • 61, St Paul Street, Rabat – Tel: 21456385 • Triq Fortunato Mizzi, Victoria – Tel: 21560157

www.elctoysmalta.com

INTERNET

Is your child spending too much time online?

By Andrew Azzopardi etween doing research for homework, talking with friends, updating social media pages, watching videos and playing games, it is easy to see how children and young people might lose track of time.

But how much is too much time? Excessive use of the internet can be defined in one of two ways: 1 Anything over two hours per day.

2 A pattern that is repetitive, compulsive and uncontrolled.

B

Excessive use is anything over two hours per day In a research study on the association between intensity of internet use and adolescent health, Dr Michaud et al (2011) defines heavy use as anything more than two hours per day.

39%

of Maltese children spend more than two hours per day on the internet.

(Source: MCA, February 2015)

12%

of Maltese children spend more than four hours per day on the internet.

(Source: MCA, February 2015)

Dr Michaud found a strong relationship between excessive use and adolescent poor mental health, e.g. kids who were heavy users or non-users were more likely to be depressed or very depressed.

Both excessive use and no use of the internet among adolescents could be a good indicator that a teenager is having problems.

(Source: Michaud et al, 2011)

A pattern that is repetitive, compulsive and uncontrolled EU Kids Online (2012) defines the problem as one that displays problematic and excessive behaviour.

This is characterised by a pattern that is repetitive, compulsive and uncontrolled. As part of the research it identified five negative consequences of excessive internet use: 1 I tried unsuccessfully to spend less time on the internet.

2 I spent less time than I should with family and friends, or doing schoolwork because of my internet use.

4 I caught myself surfing the net when I wasn’t particularly interested.

5 I felt bothered when I was not on the internet.

6 I have gone without eating or sleeping because of the internet. of European children experienced one or more of the five consequences above.

29%

(Source: EU Kids Online, 2012)

1%

of European children show pathological levels of internet use.

(Source: EU Kids Online, 2012)

Excessive internet use can have negative effects on young people, and that includes their schoolwork, health and social lives. At times, adults do not notice the problem until it becomes more serious. ibrowsesafely.com.mt strongly suggests that in order to prevent excessive internet use, parents proactively seek to have open and frank discussions with their child about internet use. This becomes more important when your child is bothered by something online. Parental supervision is also extremely important.

Andrew Azzopardi is a consultant to ibrowsesafely.com.mt ibrowsesafely.com.mt is an initiative born within Vodafone Malta, as part of the Vodafone Group initiative Digital Parenting. As a leader in the telecommunications industry, Vodafone also aims to be a leader in the promotion of the safe use of mobile technology and the use of age appropriate applications. Vodafone Malta’s local initiative, ibrowsesafely.com.mt, has been developed in support of the BeSmart Online! initiative.

Visit: www.ibrowsesafely.com.mt

CHiLD SEPTEMBER 2015 37

SPECIAL SECTION

Back to School 40 Parental Participation: What schools expect 45 Top Tips: How to study smart 49 News You Can Use: Healthy school year habits 51 Education: Should parenting skills be taught at school?

54 News You Can Use: National BMI survey; ‘physical’ learning; interactive science

CHiLD SEPTEMBER 2015 39

PARENTAL PARTICIPATION

Schools have the mission of educating and helping children reach their full potential. And parents have a vital role in helping schools fulfil that mission. What can they do to contribute? What kind of attitude should they adopt? The heads of three schools were invited to give their views and these are their replies.

Stephen Briffa Head of senior school at San Andrea, a school of the Parents’ Foundation for Education. lthough children spend more time at school than at home, the right parental attitude towards a child’s education plays a fundamental role in the fulfilment of the school’s mission. By their actions, parents can reinforce that mission.

San Andrea School provides structures that encourage staff, governors and parents to work together as a team and create a climate in which the children can

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40 CHiLD SEPTEMBER 2015

thrive. It is only in a cooperative environment like this that children can reach their full potential.

Children feel safe when they experience the home environment as an extension of the school’s and vice versa.

Research and the experience of working with students show that when they feel safe and comfortable at school, students have fun there and look forward to it.

That makes them motivated to learn.

Having complementary home and school environments facilitates the learning process.

Educators are also able to educate more effectively when they feel they enjoy the full trust, cooperation and

appreciation of the parents. When the academic and pastoral expertise and dedication of governors and teachers links up with the parents’ love, concern and care for their children, the main winner is the student.

To create this climate of cooperation, San Andrea School gives great importance to communication. Parents are kept informed about their children’s progress in real-time through an online school management system, as well as through regular emails and circulars.

Parents are also involved in many school activities and attend yearly curricular meetings as well as one-to-one meetings when needed.

PARENTAL PARTICIPATION However, communication has to be both ways. In order to fulfil its academic, social and pastoral aims, the school depends on parents to reinforce what happens at school.

Parents should first of all take an interest in what their children are doing at school, their learning and discoveries, their successes as well as their setbacks.

It is also of great benefit to the students when parents reinforce the school’s ethos, which in our case is based on our “3 Rs”: Reason, Respect and Responsibility.

“Educators As happens in school, stuare able to dents at home need to be educate more encouraged to reason and effectively when they use their minds independfeel they enjoy the full ently, to evaluate short and trust, cooperation and long-term consequences of and think long appreciation of their actions. term. Certain sitthe parents” Parents should demonstrate uations may be respect towards their children viewed in an unand expect it from them. favourable light in the They also need to help their children short term but would offer mature by having them accept respongreat benefits in the future. sibility for their actions rather than make Clarifying matters and finding soluexcuses for them, since this in the long tions should not be a difficult or arduous run will hinder rather than help their task since school and parents are workdevelopment. ing towards a common goal; the best for In this way students will feel that the children and the fulfilment of their the home environment is an extension potential irrespective of their ability. of what happens in school. When one works in opposition to the other, the student may feel lost and perplexed.

Keith Bartolo Continuity makes children feel safe, Principal of St Clare comfortable and happy – and these are College, Pembroke. vital ingredients of learning. efore answerIt is normal that on occasion there are ing the quesdisagreements, queries and issues with tions, it would the school or with educators. When this be helpful to have happens, parents are invited to make a look at what is, or rather, what immediate contact through the various ought to be, the mission of schools. channels of communication available.

There are different answers to that quesThey are encouraged to voice their contion, depending on one’s perception. cerns through meetings with teachers or After vast consultation, the Ministry of governors in order to calmly and coopEducation, together with the Education eratively find solutions for the benefit of Directorates, have designed an educathe child. tional framework focused on four areas As a school we are very aware that that allows the stakeholders to work parents can become quite emotional freely to achieve the ultimate goals of about their children since they want the our education strategy. We, the drivers very best for them. However, when takof the educational system, need to ing certain decisions recommended by make sure that everyone is on board for the teachers or the school, parents are this strategy to be successful. encouraged to see the bigger picture

B

Stephen Briffa

These four areas focus on: 1 Reducing the gaps in educational outcomes between boys and girls and between students attending different schools, reducing the number of low achievers and raising the bar in literacy, numeracy, and science and technology competence, and increasing student achievement.

2 Supporting educational achievement of children at-risk-of-poverty and from low socio-economic status, and reducing the relatively high incidence of early school-leavers.

3 Increasing participation in lifelong learning and adult learning.

4 Raising levels of student retainment and attainment in further, vocational and tertiary education and training.

To complement these four areas, which are found in the Education Framework, the Education Department, again after consultation with stakeholders, issued six policies whose aims will help us become more focused and disciplined in our work and in the way we measure outcomes.

1 Respect-for-all framework.

2 Addressing bullying in schools.

3 Managing behaviour in schools.

4 A whole school approach to healthy lifestyle, healthy eating and physical education.

5 Transgender variant and intersect students.

6 Education for All. CHiLD SEPTEMBER 2015 41

PARENTAL PARTICIPATION

When it comes to parents, they need to be aware of what the ultimate goals are for their children and they need to own these policies. This will facilitate communication and help us work together for the benefit of the children. After all, communication is the key to success.

Having said that, one must not forget that schooling is not only about results and academic achievement. We must also make sure that the school years provide a meaningful experience for our children, so that school can be a place where they grow from toddlers to young adults in possession of sound ethical values “It is and with a positive perimportant to ception on life. Carl understand that Buechner said: “They our aim is to teach may forget what you children how to said but they will not think and not forget how you made them feel.” what to think” So here I am inviting all parents to support the children at home and reinforce what is done at school. Given the right approach, the children will ultimately love learning.

Today we have moved away from the traditional teaching methods and it is important that parents stay updated about the new ways of teaching. It is important to understand that our aim is to teach children how to think and not what to think.

Schools may not be perfect but the vast majority of educators have the children’s well-being at heart. So I would love to see more empathy between teachers and parents and vice-versa. Let’s not forget that we are here for the future generation and we have a moral obligation towards these children.

Children are the world’s greatest resource and we as educators and adults need to understand what Abraham Lincoln once said: “Teach the children so it will not be necessary to teach the adults.”

42 CHiLD SEPTEMBER 2015

Stella Maris College offered the following advice to parents: • Make sure children get their basic needs fulfilled in terms of food, enough sleep, clean uniform and PE kit, access to books, access to the house (preferably not alone), space and time to study.

• Make children feel safe, accepted and cared for at home. Show care for what the child is doing in terms of likes and dislikes, classwork, homework, decisions, friends, hobbies and so on. Care does not mean spoiling them though.

• Realise that education is not just about academic success but also about character formation. One needs to be prepared to learn from every situation.

• Be consistent and fair in your approach.

• Communication at home is important to help instil respect, responsibility and self-esteem.

• Parents need to provide a rich learning environment at home with activities that complement those of the school.

• Parents need to communicate and cooperate with the school.

• Speak positively about the school in front of the children.

• The more parents become involved and the more they feel the school welcomes, hears, trusts, respects and needs them, the greater the home-school synergy and the stronger the sense of belonging and security developed in the child.

• When all adults work together in the interests of the child, this will foster an interest in developing into a life-long learner and reaching one’s potential.

TOP TIPS

Child has compiled some good study techniques to pass on to your child.

How to have a good study session • First, remind yourself of your goal. What mark you are aiming for? It is important to have goals in life, and that applies to school and exams as well. A goal will motivate you to try harder and focus better.

• Next, concentrate as hard as you can for 30 minutes. If you catch your mind wondering, just pull it back and say okay, I’ll think about that later.

• Then, take a five to 10 minute break as a reward – jump around, run after the cat, knock a ball against a wall, have a snack – anything to refresh yourself physically and mentally before getting back to the work.

How to remember stuff for the exams • The most important thing is to understand the material. That’s half the battle won. Check out the subject on the internet before doing it in class. In class, ask questions if you have not grasped something. At home, take your time reading the material and go back on it if you need to. Understanding the material means you can put it into your own words and give examples.

• Be active when you’re listening to the teacher or studying alone. That means highlighting important words or ideas in the text, taking notes, creating mindmaps, drawing pictures that put the material into visual form, or even making up stories with it. All this will help you understand and remember it better.

• Review your notes regularly, from day one. A good idea might be to reserve 15-20 minutes a day for each subject in turn, just going over the highlighted text and notes again. Then, when it comes to studying for the exam, most of the stuff will be easier to recall.

• Use memory tricks. For example, if you have lists of terms or names to learn, make up silly sentences or wacky words using the first letter of each.

• Another technique to use when studying is at the end of each paragraph, section or page, try to remember without looking: Read, cover, remember, check.

• Finally, teach the material to someone else. Pretend to be the teacher and give mum or dad a quick lesson, perhaps using a whiteboard at home.

CHiLD SEPTEMBER 2015 45

TOP TIPS

(Un)Healthy habits FOR SCHOOLCHILDREN

Limit their computer use, get them to have a good night’s sleep and give them a healthy breakfast in the morning. How many times have we heard this advice on our children?

Here’s some of the latest scientific research that supports these recommendations.

ew research from the US has shown that taking a gadget to bed could really hurt your children’s sleep, with those in the early stages of puberty especially sensitive to light.

According to the findings, small amounts of light at night, such as from a television or computer screen, can affect sleep patterns by suppressing the sleep-timing hormone melatonin.

“Students who have tablets or TVs or computers – even an ‘old-school’ flashlight under the covers to read – are pushing their circadian clocks to a later timing. This makes it harder to go to sleep and wake up at times early the next morning for school,” one of the study authors was quoted as saying.

The study was carried out in the lab with boys and girls aged 9 to 15, showing that those in the earlier stages of puberty demonstrated more melatonin suppression that those in later stages.

The researchers concluded that children and their parents should limit use of screens at bedtime, even though it has become so pervasive.

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The research was published online in the Journal of Clinical Endocrinology & Metabolism.

When it comes to breakfast the following day, a new study has found that if your teenager is overweight but tends to skip breakfast, a high-protein breakfast is more likely to prevent gains of body fat, reduce daily food intake and feelings of hunger, and stabilise glucose levels.

Such a breakfast would contain 35 grams of protein, and the key is to consume a combination of milk, eggs, lean meats and Greek yogurt, the authors of the American study suggest.

The study compared three groups of teenagers. It found that the group who ate high-protein breakfasts reduced their daily food intake by 400 calories and lost body fat mass, while the groups who ate normal-protein breakfast or continued to skip breakfast gained additional body fat.

“These results show that when individuals eat a high-protein breakfast, they voluntarily consume less food the rest of the day. In addition, teens who ate

high-protein breakfast had more stable glucose levels than the other groups.”

The normal-protein breakfast meal was milk and cereal and contained 13 grams of protein. The high-protein breakfast meals included eggs, dairy and lean pork that contained 35 grams of protein.

The research was carried out at the University of Missouri.

And finally, a big Spanish study involving more than 5,500 secondary school students has found links between computer use at home and school failure.

School failure reached 16 per cent among students who use the computer less than one hour a day, 17 per cent for those who use it one to two hours, 20 per cent, two to three hours, and 29 per cent if they use the computer for more than three hours a day.

On the other hand, not using a computer at all also increases school failure up to 27 per cent.

The study was conducted by researchers at the Universitat Autònoma de Barcelona and the Catalan Institute of Health.

CHiLD SEPTEMBER 2015 49

EDUCATION

Teaching tomorrow’s parents Sandy Calleja Portelli explores the notion that students should be given parenting skills at school. he odd thing about parenting is that everyone seems to know exactly how to be a parent – until they have a child of their own.

As the reality of being completely responsible for another human being starts to hit, you invest in baby books, parenting skills classes and finally accept that real life parenting is absolutely nothing like you thought it would be.

Would we have been better prepared for the most important job of all if we had all learnt parenting at school?

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The notion of teaching parenting at school is not without its pros and cons – teaching teenagers parenting skills will undoubtedly teach them valuable life skills they will use even if they never have children themselves – empathy, responsibility and some psychology come to mind. Students also learn about anger management, family planning and the stages of a child’s development amongst others.

Advocates of such parenting classes believe that teaching teenagers about the reality of parenting discourages them from becoming parents too early, especially in programmes where the teen has CHiLD SEPTEMBER 2015 51

EDUCATION

“Our approach strikes the right balance between preparing our youngsters to cope with adult life without leading them to believe that they are ready for parenthood at a young age” to care for a ‘baby’ for a period of time. The ‘baby’ is a computerised doll that simulates a baby’s behaviour requiring the adolescent in charge to administer night time feeds, change nappies and attempt to console the ‘child’ in their care much as they would have to with a real child.

The disadvantages of introducing parenting classes cannot be overlooked either. Our schools are already faced with the task of teaching a wide ranging curriculum in a short period of time meaning that introducing a new subject would inevitably mean an existing subject would have to ‘lose out’.

Furthermore, there are so many different approaches to parenting, so who should decide which method to teach youngsters? Would students be tested on this course and what would happen to those deemed to have failed?

52 CHiLD SEPTEMBER 2015

Clearly the idea of introducing parenting classes in schools is not as easy as I imagined but in truth our students are already learning some skills that will eventually help them as parents.

The Department of Education offers a programme aimed at pregnant teenagers which is purposely tailored to their immediate needs and preparing them for the reality that awaits them. They learn practical skills as well as arts and crafts that they will be able to use to entertain their young ones, how to balance motherhood with adolescence and so on.

But those, of course, are the exception. As for all students in mainstream education, they attend Personal, Career and Social Development (PCSD) classes that deal with various issues relating to personal development:

EDUCATION communication, negotiation, assertiveness and relationship issues amongst others. In conjunction with PCSD, other agencies also offer ancillary programmes in schools which deal with non-academic aspects of life.

I caught up with Annabel Zerafa, who is an executive within Sedqa’s Prevention Services, to learn more about the services this organisation runs within schools.

“We do not run specific parenting skills courses for children but our programmes deal with a number of ancillary parenting skills. I believe that our approach strikes the right balance between preparing our youngsters to cope with adult life without leading them to believe that they are ready for parenthood at a young age,” Ms Zerafa tells me.

“We all need to develop a myriad of life skills which are also used by parents to raise their children. We cannot underestimate the importance of teaching children about effective communication which of course includes knowing how to listen properly, having empathy for others, being assertive, using negotiation skills and phrasing instructions to avoid confusion. Good parenting skills also include consistency and the ability to discipline.”

These issues are included in two programmes offered in schools. The Babe programme is offered to children in their third year of primary school. This teaches children certain important coping skills including communication skills, understanding their and other people’s feelings

which help them gradually develop their personality as they grow into tomorrow’s responsible adults.

Sedqa also delivers talks to secondary school students about addiction and bullying, as well as a course helping them develop their leadership skills.

Ms Zerafa believes Sedqa’s work in this area is helping empower children to develop important skills that give them foundations for a successful adulthood, as they are equipped to cope with the stresses that come with that next phase in life.

And that includes the stresses of being a parent. But Ms Zerafa offers reassurance: “Parents should aim to be ‘good enough’ as nobody can be a perfect parent,” she cautions. “The stress of trying to attain perfection can be counter-productive and lead to weaker parent-child relationships.”

“The most important components of being good parents are to love the child and make time for them. Sometimes our children are well taken care of in a material sense but live with a shortage of their parents’ time and attention.”

That’s certainly a message that needs to get through to all teenagers in this materialistic world. But, while our young ones probably won’t be learning parenting at their school desks anytime soon, I can’t help thinking that they are perhaps being better prepared than their own parents were. Only time will tell.

NEWS YOU CAN USE Photo: DOI

NEW PROGRAMME OF LEARNING THROUGH PHYSICAL ACTIVITY

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rimary State school pupils will enjoy an innovative learning programme this scholastic year: the merging of academic subjects with physical activity in an initiative aimed at improving “physical literacy” and stimulating the learning process.

The concept was tried out at Safi Primary School last scholastic year and proved to be a success. It was reported that children enjoyed the different approach to learning while teachers reported a higher engagement by children.

The programme is in line with the Healthy Eating and Physical Activity policy document launched in February this year.

Education Minister Evarist Bartolo said that it was crucial for educators to think of new and innovative ways of engaging children. He said that schools should be vibrant and lively centres allowing them to fulfill their potential and keep them motivated.

With the engagement of a number of new PE teachers, State schools will be able to provide more frequent and better PE lessons.

54 CHiLD SEPTEMBER 2015

ALL CHILDREN TO BE SURVEYED FOR BODY MASS INDEX

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xpect your permission to be sought for your child’s weight and height to be measured sometime over the course of the next scholastic year.

A total of 46,000 children, from all primary and secondary schools including independent and Church, will take part in a national survey to establish the body mass index of the nation’s youngsters.

Statistics so far show that between a quarter and a third of children in Malta are overweight.

While the survey will be anonymous, if there is a child with particular problems the health authorities could intervene to guide that child.

The results will help the government make policy changes.

As from this month, government schools are already going to stop giving sugar laden soft drinks and juices to children. They will only give them water.

The survey is being carried out by the education and health authorities in collaboration with the Association of Physiotherapists.

NEWS YOU CAN USE

SCIENCE CENTRE SET TO BE OPEN BY YEAR’S END

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choolchildren will be among the first to visit the amazing new National Centre for Interactive Science, known as Esplora, being built in Bighi, Kalkara, which is on track to be completed by the end of the year.

The â‚Ź26 million project, much of it EU-funded, is mainly aimed at bringing students in closer contact with science through a hands-on experience designed to make the subject more appealing and relevant to all.

Esplora is described as offering a learning environment where visitors are free to choose what to experience.

It is also family orientated, where parents and their children can enjoy a full day out exploring indoor and outdoor exhibitions, attending science themed workshops and Planetarium shows. The many exhibition topics,

both inside the old, specially adapted buildings, and outside in the beautifully landscaped gardens, will promise a leisurely day of exploring and learning together, according to the Esplora website.

PRODUCTS & SERVICES

SHOPWINDOW Passionate about food For a truly authentic Maltese evening, we invite you to a delicious dinner at the top-rated, awardwinning, family run, understatedly elegant Ta’ Marija restaurant, set in the pretty town of Mosta.

We have recently celebrated our 50th anniversary, so your night comes with a delightful touch of history too. Very well-known to both locals and foreigners, our Maltese cuisine restaurant offers fabulous entertainment and a lively atmosphere, without compromising on glorious and genuine traditional food. Welcoming surroundings, exceptional service and a place where you can dine, dance and sparkle all in one place! And don’t forget our all-inclusive carvery buffet on Saturday evenings and Sunday family lunches at €25, including a medley of Mediterranean and Maltese dishes, and unlimited wine, water and coffee! Ta’ Marija Restaurant, Constitution Street, Mosta. Tel: 2143 4444, info@tamarija.com, www.tamarija.com

Aptamil Pronutra+ for a growing child Cow's milk is fine for older children and adults but at daily recommended volumes, it does not contain the amounts of nutrients that your toddler needs.

Aptamil 3 with Pronutra+ supports brain development and contributes to a healthy immune system. It is ideal for 1 year olds. Aptamil 4 with Pronutra+ should be given to children after their 2nd birthday. Trade enquiries: Pemix Distributors Ltd: 2143 7926, www.parentchildclub.com

Clarks’ exciting new styles For autumn winter 2015, Clarks kids’ collections deliver style combined with fit for purpose. With the arrival of autumn winter 2015, the Clarks story continues to unfold, revealing girls’ and boys’ collections that capture the season’s essential looks. Reinterpretation is a watchword as kids’ classics are given a twist and transformed into a style as exciting as it is unexpected. Mini-me remains a must-have. So does built-in fun. And driven by the season’s key trends, stories within stories emerge and show themselves in everything from the detailing to the colour palette, the materials and finishes. In the technologies too, with the designers’ vision and the technical experts’ invention seamlessly combining to deliver style with comfort.

Annabel Karmel – new organic babyfood Annabel Karmel, the famous author of ‘mumpreneur’, has always been passionate about creating delicious and wholesome meals for babies.

Annabel’s tried and tested recipes have also grown into a delicious, nutritious range of Organic Baby Purees and Sauces. Her quick and nutritious Stage 1 and Stage 2 pouches are the perfect solution for busy days and taste just like homemade. Call us on 2258 8600 for more information or follow us on VivianBaby Facebook Page.

Cristiano Ronaldo’s luxury underwear World famous sportsman Cristiano Ronaldo has collaborated with New York based designer Richard Chai to introduce a debut collection of luxury underwear and socks, under the brand name CR7 by Cristiano Ronaldo. A luxury feel and premium quality are integral to the collection, which comprises four distinct ranges; Luxury, Fashion, Basic and Boys. Fun and playful, the Boys Underwear range comprises two styles: the trunk and American boxers. Ronaldo and Chai had fun with this collection, delivering bright colours and bold patterns and prints, including camouflage and stripes as a focus. The Boys Sock collection features patterns relating to Ronaldo’s signature number 7 and football inspired details.

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Super duper soft shampoo Bath time just became super fun! This tear free 2-in-1 shampoo and conditioner is made for kids that love their hair to smell deeeelicious.

With 100% natural strawberry extract, this super duper and gentle formula can be used every day. Leaving your hair soft, shiny and easier to detangle. Available in Wacky Watermelon and Silly Strawberry.

Get your free colouring book with every purchase.

Palmer’s defeats stretch marks Palmer’s Cocoa Butter Formula Massage Cream and Lotion for Stretch Marks helps reduce the appearance of stretch marks with a special combination of cocoa butter, vitamin e, collagen and elastin. It lubricates the skin to help it retain its natural elasticity and moisture. This non-greasy cream relieves the dryness associated with stretched skin due to pregnancy and smooths stretch marks due to weight loss.

Visit www.parentchildclub.com for more information.

APS accounts for your child’s future As a parent, you are your child’s best teacher; therefore it is your role to secure his or her future by instilling the habit of being financially responsible. Open an APS Star Account and deposit funds that will pay a very attractive annual interest. Your young account holder will receive book gifts and an APS Star Account Card, enabling you to effect deposits over-the-counter at any of the APS branches across Malta and Gozo. What’s more is that every child can have up to two accounts in their name until they reach 18 years of age, helping them enter adulthood with some savings in hand.

Stunning new picture book from Merlin The very first reading years are the most crucial in getting a child to enjoy not only reading but a language. And Maltese has long suffered a deficit in quality picture books for very basic reading, with just one line of text per page. There are the classics – first and foremost by Trevor Żahra – but very little else. Merlin Publishers have been working on beefing up this age group in Maltese reading, and their latest offering is X’Qed Tara?, a stunningly-illustrated picture book with very basic words and short sentences. Lots of repetition and the theme of the colours of the rainbow ensure lots of fun, wonder and learning. X’Qed Tara? is available from all bookshops, or online directly from www.merlinpublishers.com

Make potty training easier!

Does the thought of potty training bring you out in a cold sweat or are you taking it in your stride? Potty training experts Huggies know that helping your little one understand the difference between being wet and being dry is crucial. That’s why Pull-Ups training pants have unique fading designs when wet. Toddlers quickly understand that to keep the pictures, they have to use the potty – that’s the power of visual learning! Huggies Pull-Ups will help turn your little one into a big kid. Huggies – the little things are everything…

PRODUCTS & SERVICES

SHOPWINDOW The importance of milk in toddlers’ diet All mums know how active toddlers can be, busy exploring their surroundings and discovering novel things. Between the ages of one and four, toddlers go through a period of accelerated growth requiring a well-balanced diet of carbohydrates, proteins, fats, vitamins and minerals particularly iron, calcium, vitamins A, C and D. Growing up milk such as SMA Progress Kids provides all the necessary nutrients even through phases of fussy eating. It is specifically designed for toddlers aged 1 to 4 years, containing all the required nutrients where a 200mL serving provides up to 50% of the recommended daily allowance of the key nutrients; iron, zinc, Vitamins A, C and D as well as Omega 3 and 6.

SMA Progress Kids provides a high source of iron thus eliminating the possibility of iron deficiency to which toddlers aged 1 to 4 years are extremely vulnerable, due to their rapid growth and limited food intake.

Good mornings with Pampers Baby Dry Every mum recognises that a night of quality, uninterrupted sleep is beneficial for babies as they wake up rested, cheerful and ready to start their day.

Securing the best possible night’s sleep is important, but babies don’t just sleep through; they need a helping hand. Pampers Baby Dry have unique double dry zones; a new soft absorbing layer and a core which locks in wetness better than the next leading nappy for up to 12 hours of dryness. So your baby stays dry and comfortable throughout the night, every night. Pampers Baby Dry; every good morning needs up to 12 hours of dryness. For local trade enquiries, one may call VJ Salomone (Marketing) 2298 3201. www.vjsm.com.mt

Provide essential nutrition with Bebelac 3 Young toddlers have many interests and their appetite may also fluctuate accordingly. Several surveys conducted in Europe have also demonstrated that the nutritional status of many toddlers is less than satisfactory. In the short term, nutrient deficiencies can result in impaired growth and sub-optimal cognitive development affecting brain development and influencing learning ability and behaviour patterns later in life. In the long term then there is increasing scientific evidence to suggest that nutrition during the early formative years has a significant influence on the level of disease-risk in adult life. These nutritional shortcomings in a young child’s diet can be corrected by giving Bebelac 3, a nutritionally balanced growing up milk. Bebelac 3 helps to provide your toddler with the goodness he or she needs at this important stage of development. Exclusively available in all pharmacies in Malta and Gozo. Trade enquiries: Pemix Distributors Ltd: 2143 7926, www.parentchildclub.com

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The new Okaidi collection Find the latest fashion at affordable prices. Stylish quality clothing, accessories, bags and shoes from 0 to 14 years old. Visit the Okaidi store at The Plaza, Level 0, Sliema – Tel: 2131 1820. www.okaidi.com.

Natural NUK baby bottle cleanser Nuk’s Baby Bottle Cleanser has been specifically designed for cleaning all types of baby bottles, soothers and accessories. It is based on natural ingredients and contains specific enzymes which effectively remove milk protein, pulp and juice residues. Its mild formula makes it ‘baby safe’. Simply add a measure of the NUK Baby Bottle Cleanser to a little warm water, and wash your baby's bottles, teats and accessories thoroughly, then simply rinse away. It is more effective than soapy water alone but doesn't replace sterilizing baby bottles; this stage should still be undertaken after using the NUK Baby Bottle Cleanser. Nuk Baby Bottle Cleanser is found in all leading pharmacies and baby stores. For trade enquiries, contact Cherubino Ltd. on 2134 3270.

Nestlé Materna for extra nutrition during breastfeeding A healthy well balanced diet is important during breastfeeding. Although a supplement does not replace a well-balanced diet, it can provide some extra insurance on those days when taking care of your new baby keeps you from eating as well as you like. It is important to choose a multivitamin that is especially formulated for use during pregnancy and breastfeeding that supports your nutritional requirements adequately as a nursing mother. Nestlé Materna helps provide the vitamins and minerals you need during all stages of your pregnancy. After pregnancy, Nestlé Materna provides both calcium and vitamin D to help meet the nutritional needs while breastfeeding. Available in pharmacies.

PhysiObébé… quick and easy Ideal for quick clean ups, PhysiObébé® is a non-rinse cleansing fluid for face and diaper area which effectively cleans the skin. It is made f 97% ingredients of natural origin and formulated with Mustela’s natural patented ingredient, Avocado Perseose which protects and strengthens the skin. PhysiObébé® is hypoallergenic and safe to use from 1st day of life. PhysiObébé® is simple and quick to use; just apply to the skin using something soft like a cotton pad or nappy wipe and clean and pat dry with no rinsing required. Maltese mothers love PhysiObébé, because it’s fast, handy and leaves your baby’s skin clean, protected and delicately scented with the signature Mustela® fragrance.