Child (September 2016)

The magazine for parents

CHiLD ISSUE 52, September 10, 2016

Celebrating diversity

LEARNING SUPPORT

BACK TO SCHOOL Montessori method of education Plus: sleep coaching, gluten-free recipes, new sport activities

CHiLD

Cover photo

by Chris Sant Fournier

ISSUE 52 September 10, 2016

Contents

Gearing up for school

Features 6 Learning Support: An extra help in class for children with special needs 12 Montessori Method: A different approach to schooling 18 Multicultural Schools: Integrating children from different backgrounds 23 Skills and Attitudes: Online help for better school performance 30 Literature: An interview with author Leanne Ellul 36 Sport: New activities to try 43 Recipes: Gluten-free ideas for lunch 46 Health: Training your baby to sleep

Regulars 16 Top Tips: Smooth transition to school 28 Top Tips: Saving on stationery 40 Top Tips: Backpack weight 48 Shop Window: The best of goods and services

Correspondence to the editor may be sent to: The Executive Editor, Child Magazine, Allied Newspapers Limited, Strickland House, 341, St Paul Street, Valletta VLT 1211 or send an e-mail to child@timesofmalta.com Executive Editor Stephanie Fsadni Editorial Assistant Lorella Fava Publisher Allied Newspapers Limited Printing Progress Press Limited Production Allied Newspapers Limited Contributors Coryse Borg, Sandy Calleja Portelli, Claire Caruana, Jacqui Farrugia, Laura Hughes, Mark Wood Photography Chris Sant Fournier, Mark Zammit Cordina, Department of Information Design Krista Aquilina, Manuel Schembri Advertising Sales Martina Bonello (tel: 2559 4707; e-mail: martina.bonello@timesofmalta.com).

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

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

4 CHiLD SEPTEMBER 2016

The days are getting shorter, beaches and seaside venues are becoming less busy and traffic is on the increase during the morning rush hour… This can only mean one thing: schools are about to open their gates again, welcoming thousands of excited, cheerful or teary-eyed children.

I sadly belonged to the latter group. As a child, I would not want summer to end. I didn’t like waking up early (and still don’t), wearing a uniform, getting used to a new teacher or class, and having to do homework after school. On the other hand, I would look forward to meeting my schoolmates again and spend my lunch break playing with them or talking about our favourite cartoon series and bands.

Children nowadays may still go through the same issues, however, realities have surely changed since then. Schools have become more multicultural, mixed and technological, and education systems have changed to adapt to these new scenarios and to better address the present and future needs of society and the economy.

This edition of Child takes a look at some of these realities. Sandy Calleja Portelli delves into the important role of learning support assistants, while Claire Caruana shows how schools are celebrating diversity.

Not all educational institutions use the same teaching methods. Lorella Fava learns about a particularly different approach: the Montessori method of education.

Despite progress in many areas, Mark Wood argues that some skills and attitudes children need to perform better are still not taught at schools but there’s help online.

As the proverb goes, ‘all work and no play make Jack a dull boy’. The scholastic year should not be solely about lessons, homework and study. There should also be ample room left for play. Coryse Borg finds out about two new, exciting sport activities, which engage both child and parents.

School time may be indeed be daunting, not only for children, but especially for parents. As you leaf through the following pages, you’ll find a number of tips to help you through this period, including a few ideas for gluten-free school lunches and how to save some money.

The first few days of school might seem challenging but, if you and your child are well prepared, you’ll overcome any initial difficulties. A good start can only augur a positive year.

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BACK TO SCHOOL

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BACK TO SCHOOL

NEEDED:

LEARNING SUPPORT Learning support assistants play a crucial role in helping children with a disability and/or learning difficulties advance both academically and socially.

Sandy Calleja Portelli speaks to educators and parents on how to better enhance students’ potential in an inclusive educational school system. chool dominates childhood Children with different educational as it plays a vital role in chilchallenges do not have standardised dren’s intellectual, social and needs and meeting all the different needs can be quite challenging for LSAs. psychological development.

These havens of education and development should prepare students to explore a world of opportunities so that at the end of the compulsory phase of education, they are prepared for their next big adventure – whatever that may be.

Of course, students are always facing some challenge or other but for some students, school is doubly challenging due to a disability and/or learning difficulty. Such students were previously either educated in what were called “special schools” or often fell by the wayside in an education system that failed to cater for their needs.

Today, education has moved away from segregating students and aims to foster an inclusive sysworking relationships between schools/parents/LSAs are tem of education which requires schools to provide a variety rather delicate which is why my respondents preferred to reof services to cater for differently-abled students. Perhaps the main anonymous and all names hereunder are fictitious. most well-known inclusive education service is that provided Rose and Jane both have primary school-aged children by learning support assistants (LSAs). who need learning assistance for developmental and social LSAs, previously called facilitators, are tasked with assisting disorders, although both children are academically gifted. teachers to ensure that these children receive the best possible Rose’s son Robert has been diagnosed with Asperger syneducation. The presence of a learning support assistant in class drome (AS) and hyperlexia, meaning the child is fixated on has become so widespread that children almost expect to letters and numbers and is especially gifted in maths alhave an LSA in class. My daughters will often refer to both the though he struggles with social interaction. While John also class or subject teacher and the LSA in tandem. has an impressively high IQ, his behavioural disorder means Nevertheless, while children who need an LSA in class are that he struggles in class, especially since he is unable to not necessarily marginalised by their peers, it is clear that the cope with noisy environments.

S

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BACK TO SCHOOL Both children have been assigned an LSA with varying degrees of success.

“Whenever John has bonded with the LSA and teacher in class, his behaviour has improved drastically but, when the relationship has not been satisfactory, it has been difficult for all concerned,” Jane says.

She and Rose both agree that when the teachers and learning support assistants work together as a team without singling out the child, their children have progressed very well and they have integrated better with their classmates. This resonates with the views of Anna and Brenda who work as LSAs in different schools.

Brenda, who is currently reading for a Master’s Degree in Inclusive Education, believes that the learning support assistant’s teaching resources should be shared with the entire class as multi-sensory learning tools actually support all children. She finds that when a teacher/LSA team is in place in the classroom, as opposed to having an LSA assigned to a particular child, this is more inclusive and beneficial to both the children with educational needs and their peers.

Rose agrees and adds that it would be helpful to have peer preparation programmes from a very early age as they teach children that differences should be celebrated rather than feared or ridiculed.

Children with different educational challenges do not have standardised needs and meeting all the different needs can be quite challenging for LSAs. Brenda’s research has led her to conclude that the Certificate in Inclusive Education which is the minimum training required for learning support assistants and the subsequent diploma may not necessarily prepare LSAs to be able to help all their charges, especially those with severe disabilities who may need dedicated spaces in school to meet their needs.

Jane and Rose have also found that LSAs sometimes struggle to understand how best to help their children.

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“It is no use simply setting Robert more maths problems than his peers because he will complete them in the allotted time – that is not challenging him at all and is actually quite boring,” Rose tells me as she points out that her son would be better helped by being given more challenging variations of the problems.

John has also experienced similar problems as he would have often understood the teacher’s instruction at the beginning and then struggle to retain concentration throughout the rest of the lesson.

“When I communicate with the LSA on a regular basis, not only do I feel more at ease but it is also easier to sort out any difficulties before they become a major issue” Once a child has been assessed and statemented (see page 10) – that is, deemed to require learning support – an Individualised Education Programme (IEP) is drawn up early on during the school year. Parents, teachers, learning support assistants and the school administration meet to discuss the child’s progress, abilities and set goals for the school year. Some goals may be long term and are thus carried over from year to year.

Brenda and Jane both believe that the IEP requires all stakeholders’ cooperation as the aims of the programme need to be implemented in class and at home for the student to derive maximum benefit. When there is discord between the teaching team and parents, everybody is in for a difficult school year.

“Sometimes parents and educators may disagree on the best way forward and, in those instances, I feel the best course of action would be to reach a compromise, try something for one term and then reassess the situation and make any changes needed,” opines Brenda.

Parents and educators need to cooperate and keep an open line of communication.

BACK TO SCHOOL

Identifying children who require assistance Not all children who struggle at school need the help of a learning support assistant and not all children who require one struggle academically.

Identifying the children who require assistance is a collaborative affair between the parents, school and other professionals working with the student.

However, the final application is made by the school on the student’s behalf.

All students being considered for an LSA must be assessed by an educational psychologist to determine what the child needs and, depending on the individual circumstances, may also be assessed by professionals, such as occupational or speech therapist among others. These assessments can be carried out by the Child Development Assessment Unit or the School Psychological Services although parents may opt to consult private practitioners instead.

Once all the necessary reports have been drawn up, the child’s case is considered by the Statementing Moderating Panel Board.

The board decides whether the student would benefit from having a learning support assistant and, if so, whether the assistance needs to be provided on a one-to-one basis or whether simply having access to extra help in class provided by a ‘shared’ LSA would suffice.

Learning support assistants’ resources could be shared with all students for a more inclusive experience.

“When I communicate with the LSA on a regular basis, not only do I feel more at ease but it is also easier to sort out any difficulties before they become a major issue. If John is upset about something and the LSA cannot get to the bottom of it, I may be able to sort it out at home and then provide feedback to facilitate things at school. It’s crucial that I do everything I can to help both John and the school,” Jane says.

While both families and LSAs have encountered some challenges along the way, all agree that the service is important to help children with educational challenges get the best out of school. An LSA enables children to access education that may otherwise remain out of reach for these students and simultaneously helps them integrate better with their peers despite the fact that they may have very little common interests to unite them.

Rose sums up the situation by saying: “All the LSAs assigned to Robert have had his best interests at heart and, despite being very different to his peers, the learning support assistants have helped him make great progress in terms of his social skills.”

The system is far from perfect but the crucial first step is identifying and accepting a child’s educational needs and then ensuring that every child has access to the services available to ensure their school experience is a fruitful one.

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The aims of an Individualised Education Programme (IEP) need to be implemented in class and at home for the student to derive maximum benefit.

BACK TO SCHOOL

12 CHiLD SEPTEMBER 2016

Learning

BACK TO SCHOOL

Photos by Chris Sant Fournier

IN FREEDOM

The Montessori method of education is completely different to traditional teaching approaches. Lorella Fava visited the recently-opened Casa Maria Montessori in Birkirkara to find out more about this unique and stimulating school environment. hen photos of Prince George’s first day to nursery school were published early this year, many oohed and aahed at how cute the toddler looked in his quilted blue jacket and light-blue backpack, but more nosy ones might have been more interested to learn which school he was attending: the Westacre Montessori School in Norfolk.

The question was, and perhaps remains, why did the Duke and Duchess of Cambridge choose this particular institution?

The Montessori method is a completely different educational system, based on its own philosophy and research. It was developed by Italian physician and educator Maria Montessori in the late 19th century. In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s House, in a tenement building in Amii Sparks interacts with a student as she puts on her shoes.

Rome. She then travelled the world and wrote extensively about her approach to education, gaining many followers across the globe. There are now more than 22,000 “We do not force them to make a choice they are not yet Montessori schools in at least 110 countries worldwide, inready to make. For instance, just because we would like them cluding one in Malta. to set the table before they eat their lunch does not mean that From the beginning, Montessori based her work on her we will simply wait until it is done if the child, for some reason, observations of children and experimentation with the envicannot do it. We are there to help and not to pressure them ronment, materials and lessons available to them. into doing anything,” says Amii.

Maria Farrugia Zammit and Amii Spark, director and eduThe school uses vertical grouping, which allows children of cator respectively at the recently-opened Casa Maria Montesdifferent ages to be in the same class, with the younger chilsori in Birkirkara, maintain that is perhaps the main difference dren often mimicking, and learning from, their older classbetween the Montessori method and the more traditional edmates. The Montessori method advocates claim this helps ucational system is that while the latter tends to force children children become members of a community. to learn a particular sum or word by repetition and drilling – This type of schooling plays strongly on the lines of freeoften without the children making the conscious decision that dom, or rather, it allows children to freely act on their imthey want to learn it – the Montessori method does not. pulses in order to grow and allow their curious nature to Rather, it allows children to learn at their own pace, choose prosper with just a few guidelines along the way. what they learn and learn in accordance with their natural “We follow the child, we follow what they are trying to show instinct. In fact, the school’s teachers do not tell children what us and we try to make that possible for them and approprito do. ate,” points out Amii.

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BACK TO SCHOOL

Casa Montessori tries to recreate a home environment. The materials chosen are in no way adapted for children, other than the height and sizes.

Montessori’s concept of discipline therefore does not involve rules. In Montessori terms, the word ‘discipline’ simply translates into the ability to control one’s self and one’s impulses and movement.

The children do not have to do anything they don’t want to. For instance, if a child insists on throwing something as his impulse is urging him to do so, the teachers will not scowl at him for doing so, rather, they would insist on throwing something softer so as not to harm anyone or the environment.

Of course, if there is no punishment, there are also no rewards.

Maria stresses how punishments and rewards tend to teach a child that only adults can determine whether something is right or wrong. Thus children tend not to understand why they are doing something but rather they do it to avoid punishment.

“If you praise your child, they would only want your praise,” says Maria.

Casa Montessori also does not believe in testing. As alPrince George on his first day at the Westacre Montessori School ready pinpointed, this educanursery in Norfolk last January. tional system allows the child to grow at his own pace and by “We testing the child, the teacher This is easier said than do not force would be setting a standard of done. One can study and what the child ought to know adhere to the Montessori them to make a at a particular date and time; if they do not lifestyle, however, getting family members to choice they are meet the requirements set by adults, they would act accordingly is often not an easy task. not yet ready be punished. In the Montessori Method, the chilMaria says that often parents are deemed to make” dren don’t learn to pass a test, they learn for their cruel by their relatives if they do not, as said preown interests. viously, praise the children for their positive actions, A child’s environment is, however, controlled. Despite such as using the potty. the school’s focus on freedom for the child to grow inde“This creates problems and sometimes alters the perfect pendently, Amii emphasises that such freedom needs to be Montessori settings one might have created for their child,” controlled within a highly-structured environment. Everything she claims. found at a Montessori school has been placed there for a rea“’Bravu’ and ‘brava’ are the most natural words that typically son and the materials chosen are in no way adapted for chilcome out of family members’ mouths when children carry out dren, other than the height and sizes. a task and, often without the relative’s realisation, they alter “They eat at a table, sit on a normal chair, not strapped into the system completely. It would show them that our praise is anything, and their food is served on a plate. As much as posmore important than what they have actually done.” sible, plastic is not used,” explains Amii.

Montessori teachers spend up to two years studying this By providing the right environment, children learn to set philosophy and the appropriate ways to execute it. the table as early as the age of one, wash the dishes and As Amii remarks, “Montessori is not just a method of eduscrub the table – all elements which continue to enforce the cation, it’s a lifestyle”. importance of treating children like people and getting them However, it is important to note that with the right environready for the adult community. ment and with the right adult support, all children have the Having said this, one may assume that this environment can potential to grow in such an independent manner. be easily recreated at home. Amii and Maria, however, mainGiven the freedom and support to question and make contain that having the materials at home does not create the nections, Montessori students are perhaps more likely to deMontessori setting; the adults within that context must be edvelop into confident, enthusiastic, self-directed individuals. ucated in order to manage it. They must know the philosophy They are better able to think critically and work collaboraand not allow other parties, such as family members, to infer. tively – a seemingly perfect skill set for the 21st century.

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TOP TIPS

A SMOOTH TRANSITION TO SCHOOL Separating from parents and entering unfamiliar territory for the first time is a cause of anxiety and fear for small children. Here are a few tips to make the transition from home to school an easier one for both the parent and child.

Talk to your child as often as you can before school starts. Have positive conversations on how fun the school and playing with other children should be.

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Introduce classroom activities, like painting with crayons or scribbling on paper, at home.

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Promote sharing. This is especially important if the child has no brothers or sisters and has never been to a nursery, so he or she might find it difficult to realise that the toys there are not his or her own and that everyone has to play with the same toys.

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The most common challenge is for children to say goodbye to their parents or trouble separating.

But it is just as hard for parents as it is for the young ones. So first prepare yourself. Keep goodbyes as short as possible and also be aware of your non-verbal cues: some children can pick them up and the more worried a parent will look, the more fearful a child will be.

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You can always put a little reminder of home in the child’s backpack to ease his separation anxiety. Anything from a toy to a book can provide a sense of security to children in an unfamiliar setting.

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Children with socio-emotional skills, poor self-esteem or low selfconfidence may find the transition harder. Inform the teacher if you know your child has such issues, so perhaps he or she would make that extra effort to help integrate the child with the other schoolmates.

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Tell the teacher about other needs the child might have, besides health-related ones even though the child would have had a medical examination before being accepted into school.

Get the child accustomed to his backpack and show him how to take things out of it and place them back in some order.

Do not be discouraged if you find your children crying when you pick them up from school. It does not mean they are not doing well but it would probably be an emotional outburst, showing how they really missed you. You can reassure them by saying that you missed them too and reinforce the idea that you came back like you said you would.

Walk or drive to the school’s premises to accustom the child to the ‘new’ place where he or she would be spending a few hours each day with other children of their age.

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BACK TO SCHOOL

CELEBRATING DIVERSITY IN THE CLASSROOM Classrooms today are becoming more multicultural than ever, as more foreigners are settling in Malta. Claire Caruana takes a look at the current scenario and how parents can help their children integrate with foreign classmates.

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BACK TO SCHOOL s children excitedly gear up to head back to school in the coming weeks, parents might be less so, with some concerned about how their young ones will fare in an environment that might be different from home.

In an education system that continues to change in an attempt to provide students with teaching methods that may be less conventional but far more effective, children sitting behind their school desks are now also experiencing a whole new dimension as they mix with students from different cultures.

The ethnicity of Maltese classrooms has in the past few years changed drastically, with schools such as the Marsascala and St Paul’s Bay primary schools becoming pioneers in this changing scenario.

Until a few years ago, classrooms would be chock-full of Maltese students who were Catholic, spoke Maltese and English, and were accustomed to a certain way of life. This has all changed as more people from different countries are settling in Malta.

Yet, while for parents the idea of exposing children to a culture they know nothing about may worry them, children seem less affected by the issue and those attending schools with a high number of foreign students have been excelling just as well.

Some 1,100 students attended the St Paul’s Bay primary school last year, making the area one of the largest educational districts on the island, increasing by an average of 15 new children every week, many of whom were not Maltese.

In fact, nearly two-thirds of the students were foreign, and many could not speak Maltese or English and held a variety of spiritual beliefs.

The school’s administration developed a number of solutions to address this reality, mainly by teaching students who spoke no English some of the basics of the language and developing an ethics course which non-Christian children could attend instead of religion classes.

The school celebrates diversity with a series of events that help children celebrate the notion of living in ‘one world’, installing crafts installations throughout

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Ethics classes Come the new scholastic year, ethics will be taught in nearly all colleges, with the pilot project taking place in five schools, in primary years 1, 2 and 3 and secondary years Form 1, 2 and 3 continuing in the same schools and increasing by one year until the first students reach SEC level.

These include the Gozo College middle school/primary school in Victoria, Maria Regina College secondary schools Mosta A and Mellieħa; St Benedict College secondary/middle school and Birżebbuġa, Safi and Żurrieq primary schools; St Clare College Pembroke and St Julian’s primary school; San Ġorġ Preca College secondary and middle schools; St Ignatius College secondary school, Ħandaq; St Nicholas College middle/secondary school; St Theresa College, Birkirkara, Lija, and Msida primary schools; and St Thomas More College middle/secondary school.

According to the Education Ministry, the choice of schools in this initial introductory phase depends on a number of factors, including the request by the head of school, requests by parents and the availability of trained teachers.

the hallways and holding events for the children to explore each other’s cultures.

Teachers have also become more equipped. They are incorporating the notion of diversity into their teaching methods by exploring new ways of reaching out to every student, irrespective of their cultural background.

The University of Malta’s Education faculty is showing future students how to approach learning from an inclusive and differentiated perspective.

The student-teachers are taught how to identify the children’s backgrounds, characteristics and interests while devel-

Fostering an inclusive society at home Parents can help their children learn more about other cultures.

This would help them respect and integrate more with schoolmates from different backgrounds. Here are a few tips: • Examine your own cultural beliefs, understanding what you believe in yourself.

• Provide children with a world map or globe to spark informed discussions and to motivate children to ask questions.

• Encourage questions and discussions on different cultures.

• Provide children with books that offer an insight into different cultures, norms and practices.

• Talk to your children about holidays being celebrated by peers from different cultures.

• Sample cuisines from other cultures.

• Attend cultural activities as a family unit to instil in children a positive outlook towards diversity.

• Watch films and television shows that introduce new places and cultures.

• Encourage children to build relationships with other children who may come from foreign countries.

• Take a stand against cultural insensitivity.

oping a learning profile that supports their strengths and needs and responding to them through differentiated teaching approaches.

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BACK TO SCHOOL

Photos by Chris Sant Fournier

Children express their views An exhibition titled United in Diversity by children attending SkolaSajf at Paul’s Bay and Qormi is currently on display at the foyer of the new Parliament building in Valletta.

It features many colourful drawings by the children that express their views on equality in spite of differences and varied beliefs.

Held in collaboration with Meusac and the Representation of the European Commission in Malta, the exhibition is open until Wednesday, September 14. It is open tomorrow from 9am until noon and during the week from 9am to 5pm.

BACK TO SHOOL

MASTERING SKILLS FOR

SCHOOL SUCCESS Mark Wood highlights some of the skills and attitudes hardly taught at schools but which would go a long way towards improving one’s academic performance.

Online videos are an ideal way of introducing them to your child. or being places of learning, most Maltese schools appear to teach students surprisingly little about ‘how to learn’. It tends to be taken for granted that, along the years, children will automatically develop the skills and attitudes they need to succeed.

And if they don’t, they are pretty much left alone – victims of a crammed syllabus that leaves little time for cultivating self-development techniques and of the mistaken belief, still held by many educators, that students “either have it or they don’t”. This is to grossly underestimate the potential for growth to be found in every student.

Skills like memorisation, reading comprehension, notetaking, studying and revising, organisation and time management, are vital to getting on top of school life and making an academic success of oneself.

Yet, Matsec results clearly show that not enough attention is being paid to what may be called the metaskills of learning. Although there may be brief exposure to some of them in lessons that cover personal, social and health education, it’s nothing like what is necessary to turn mediocre or faltering students into competent, lifelong learners.

There is a strong case to be made that if more time and attention were given over to imparting these types of skills – which apply across all subjects – grades would improve.

The same applies to cultivating the right attitudes to learning: focus, self-belief, resilience, a growth mindset… All these can make a dramatic difference to one’s progress at school. Yet, how much time is dedicated to introducing them and discussing their importance?

Probably zero!

So it’s left to parents to fill the gaps, learn about these important factors in school success, and try and impart something of them to their children.

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Luckily, YouTube comes to the rescue, with videos being a perfect medium to help both children and their parents absorb some of the principles behind becoming a better learner.

Following are a few to start off with, taken from a variety of sources, directed at the younger set and compiled especially for the children of readers of Child… and the parents of course. Just enter the titles in the search box.

They’re short and engaging, just right for malleable but easily distracted minds. And they are only a small sample of the wealth out there on YouTube, the self-education tool par excellence… so get browsing!

CHiLD SEPTEMBER 2016 23

BACK TO SHOOL Learning how to memorise is made simple in the YouTube video ‘The 9 best scientific study tips’.

CHILD’S PICK OF YOUTUBE VIDEOS The 9 best scientific study tips This is an excellent summary of scientifically proven techniques, condensed into three short minutes, by a channel called AsapSCIENCE. There are loads of study tip videos on YouTube but this must be one of the best of its kind.

How to improve reading comprehension. By Chris Pirillo This is an old one, dating back seven years to be exact, but should appeal to adolescents and teenagers. The background computer screens give away the video’s age but its protagonist is funny and only takes five minutes to impart some important tips.

Adam Khoo – How to condense information This is a great instructional video about taking notes from textbooks, using both summarisation and visual techniques.

The Japanese accent is charming; the method covered invaluable. Adam Khoo has a whole series of videos about learning skills that are definitely worth looking up, such as note-taking, mind-mapping and memorisation.

How to take great notes This comes from a channel called Watchwellcast. Mainly aimed at older secondary students, the video provides just three steps to effective note-taking. The channel has lots of other short clips aimed at nudging children towards becoming better pupils.

The simple trick to becoming a memory genius!

This entertaining, if relatively lengthy (17 minutes), video actually comes from a magic channel but is a great introduction to the power of mnemonics. It’s a cool trick that could transfer, in various other forms, to classroom content.

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“Skills like memorisation, reading comprehension, note-taking, studying and revising, organisation and time management, are vital to getting on top of school life and making an academic success of oneself”

Ultimate revision guide – for GCSE, IGCSE, A level and more!

Mille Minshall puts this video together for secondary school students like her and it works a gem. There are some tantalising hints on study techniques (look out for the big chart on her window) and a good section is dedicated to flash cards. Good viewing.

Making studying fun!

By Think Tank How to get organised for school A video by Howcast that lays the seeds of taking an orderly approach to school – an essential skill that goes a long way at both school and life in general. The same channel has videos such as ‘How to manage your time’ and ‘How to get good grades’. All useful stuff.

Here we’re shifting into the domain of attitude. This is a goofy guy trying to be cool and not quite managing it (as the few views show) but this video by Think Tank manages to get some interesting messages across about mental approach.

It’s a good introduction to changing one’s perspective on schoolwork.

BACK TO SHOOL

The importance of focus – Richard St John This TED-Ed video has a lovely, well-delivered message about the power of concentration and the importance of eliminating distractions. It’s about successful people but applies equally to students studying for exams.

Deliberate practice: how to get good at almost anything This is another crucial concept, explained in an effective animated video.

It comes from another scientist, Anders Ericsson, whose book Peak, Secrets from the New Science of Expertise, made quite a hit when it was released earlier this year. The video is aimed specifically at kids and takes football as its example, but could apply to anything one is trying to learn, whether in or out of school.

Growth mindset video If there’s just one video that you should make your child watch, it’s probably this one. The ‘growth mindset’, made popular by scientist Carol Dweck, is an

Richard St John speaks on the power of concentration in the TED-Ed video titled ‘The importance of focus’.

attitude to learning that is crucial for both students and teachers to absorb and internalise. It could literally change lives. Explore the concept with videos

by Dweck on TED and Google Talks.

This one is an animation perfect as an introduction for students.

Grit: The key to your success at FLVS This is another video that aims to be a major attitude-changer. FLVS stands for Florida Virtual School and it introduces the importance of ‘grit’ in one’s approach to school and life in general. Popularised

by Angela Duckworth, it holds the key to resilience and not giving up when the going gets tough… and that’s a crucial attitude for school success.

Self-confidence boosts your chances of success. The YouTube video titled ‘3 tips to boost your confidence’ shows how.

The ‘Growth mindset video’ is about adopting the right attitude to learning.

3 tips to boost your confidence – TED-Ed Finally, here’s what could be called a summary of some of the above concepts, packaged in a short, sharp, animated video about how to have more self-confidence. Another wonderful service from TED-Ed.

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TOP TIPS

Saving on

stationery Parents have most probably started fretting about the never-ending list of school supplies they need to buy for the coming scholastic year.

Here’s how to save some money on stationery.

Make an inventory Make a list of the basic stationery items your child needs. This would most probably include pens, pencils, markers and highlighting pens; erasers; rulers; notebooks and loose-leaf paper; calculators; files; crayons; and paper clips.

Dig into last year’s supplies Going through the above list, you’ll probably realise that you already have many of these items at home.

Chances are that last year’s copybooks have still plenty of unused paper. Pull them out carefully and find some use for them. You can either staple them together to use as rough paper or else find a nice front cover or make one out of cardboard paper and use as a notebook. Plain paper can also be used for drawing.

Most pencils will probably need some sharpening and most crayons might be still half-consumed. Do

28 CHiLD SEPTEMBER 2016

not be ashamed to send your child to school with used stationery from the previous year. Remember: recycling is fashionable!

Set limits Out of the items needed, buy those which are non-negotiable, that is the school’s real demands such as books, and set a budget. The probability is that your child can still use last year’s pencil case or pocket, for example, if they are made of good material.

As your children grow older, they are likely to ask for the latest backpack or pencil case, with images of their favourite singers. It’s nice to treat them to a couple of character-based products but look for less costlier items for the rest of the list.

Teach children about the value of money It is important to teach children about the value of money from a young age

in order for them to become financially responsible adults. An easy way to make sure you stay within your budget – and the children learn about money – is to use the envelope system and put the cash you’ve allotted for each child into separate envelopes.

Cash is easy to understand. Even younger children get it that once the cash is gone, no more money can be spent.

Shop online You can get some very good bargains online. Many sites also offer free shipping during this time of year or when you spend a certain amount.

You can also follow brands you like and your favourite stationery or supermarket on Facebook, and sign up on mailing lists, to be notified of any deals. You are also likely to get discounts when you buy in bulk.

LITERATURE

30 CHiLD SEPTEMBER 2016

LITERATURE

Photos by Mark Zammit Cordina

Leanne Ellul has burst onto the local literature scene after winning a number of competitions, with her works being published or produced on stage. Stephanie Fsadni has a chat with her to find out more about this promising author. s a little girl, author Leanne Ellul regularly visited the National Library in Valletta, not to do any research back then, but to visit her grandfather. “Nannu, nannu,” she would call out to him from beneath the windows of the majestic building in Republic Square.

He would then peek out to answer her call before picking her up and showing her around his workplace. All those tall shelves replete with old books of all sorts and sizes used to fascinate her.

This is one of fondest memories the 26-year-old author has of her childhood years and of her earliest experience of books. She shares other anecdotes.

“For my Holy Communion, I received a never-ending series of Enid Blyton books. I particularly liked Mister Icy Cold and The Twins at St Clare’s. I also used to cherish a pop-up book on the Hunchback of Notre Dame. I became so obsessed with this story that I eventually bought a video game with my pocket money based on the Hunchback but I never learnt how to play it,” she laughs.

When she was about three or four years old, the Logos Hope berthed in the Grand Harbour. Her parents took her to the floating book fair and bought her a board book titled Please, Sorry and Thank You, which she still keeps, and a large book in the shape of a doll with cut-out dresses.

“I never saw anything like this doll again,” she says with a hint of nostalgia.

As she grew older, Leanne started borrowing books from the public library and the school library at Luqa, where she grew up. This activity brought with it a number of “sweet dilemmas”.

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“I used to have these sweet dilemmas such as how many books should I borrow for the coming 15 days? And if I hadn’t managed to read them by the due date, I would ponder on whether I should reborrow them or get new titles. I don’t know if youths still go through the same dilemmas nowadays…”

She recalls the first time she read Harry Potter and remembers being mesmerised by a production of The Lion, the Witch and the Wardrobe at a school, much before the wellknown 2005 Chronicles of Narnia film was released on the big screen.

“Theatre is different to a novel, it’s more immediate” She also loved writing from a young age.

“I always used to write poems and plays for class. I also used to write poems in my hand-made cards.”

This background instilled in Leanne a passion for literature and, particularly, the Maltese language, which led her to become a teacher of Maltese and an author. Besides, she is involved in a number of literary and academic projects and is a literature coordinator at cultural NGO Inizjamed, which organises the Malta Mediterranean Literature Festival, and Valletta 2018. She is currently also the president of the Għaqda talMalti (Università).

Even though her mind (and heart) is split between these different but somehow related activities, there is one in particular with which she is really enamoured.

CHiLD SEPTEMBER 2016 31

LITERATURE

“Youths pass through a lot of suffering which is not recorded in local literature”

“If I had to do a job 24/7, in an ideal world, it would be writing. However, I love the teaching component and I need it too sometimes. Projects also intrigue me, whether it is a book or a workshop. I love change and that keeps me on the go.”

The red-haired girl came to the limelight when she won the Francis Ebejer theatre award in 2013 for her winning play Ma Rridx Immur, which was staged at the Manoel Theatre two years later under the direction of Jimmy Grima of the Rubberbodies Collective.

The plot revolves around a female protagonist who has cancer and the title of the play implies that she does not want to leave this world or, better, die.

Her next play, Marjelena, performed at Pjazza Teatru Rjal in 2014, tackled a complex psychological condition called disassociated identity disorder (DID). It was directed by Josette Ciappara.

“Theatre is different to a novel, it’s more immediate,” Leanne says. “There’s an instant reaction and you realise from people’s faces whether they like your work or not.”

“It has been a great experience so far and I have surely learnt a lot… including accepting criticism,” she admits.

“Every time I receive criticism, it takes me quite a while to digest it, but then I end up realising that there is room for improvement.”

Themes take centre stage in Leanne’s writing and she particularly likes tackling topical issues that concern youths.

“Youths pass through a lot of suffering which is not recorded in local literature,” she points out.

After having had various poems and short novels featured in anthologies, Leanne’s first novel was published by Merlin after she won the Young Adult Literature Award, organised 32 CHiLD SEPTEMBER 2016

by the Aġenzija Żgħażagħ and the National Book Council, in 2014.

Gramma (Maltese for gram) focuses on the eating disorders anorexia and bulimia, a topic that was never tackled before in local literature.

“I based my novel on my emotions, on what I read, by following friends who went through eating disorders and from my own experience of it,” says the author.

Leanne had a close brush with anorexia six years ago, losing 25 kilos in six months, becoming borderline anorexic. So she perfectly understands the dynamics and the psychology behind this disorder.

The book raised a lot of discussion among youths and in schools, and Leanne feels very satisfied and proud that “discussion on such an important topic as anorexia arose from literature”.

Stylistically, the story is written in two voices: those of the protagonist, Annalisa, and anorexia that takes on a character of its own and constantly tells Annalisa what to do. The book has a fast rhythm – which it achieves through varying sentence lengths – and uses street slang to appeal to youths as much as possible. It also includes real-life situations and episodes from daily life.

“You learn a lot by talking to youths,” claims Leanne. “For example, I was wondering why so many youngsters gather in front of Macdonalds in Valletta on a Saturday night. When I asked someone, the teenager told me that it’s simply because there’s free Wi-Fi.” Leanne was so inspired by this social phenomenon that she included it in Gramma.

After the book’s launch, she toured secondary schools to tell students about her experience of writing her first book.

LITERATURE

Two of Leanne Ellul’s projects: Inħobbok! and the pre-grade school series Tikka Malti.

She was particularly struck by the fact that males were also very interested in the subject.

“That was very surprising. They were concerned about their female friends and considered the topic as fascinating because of the psychological aspect.”

Gramma broke all records for Merlin Publishers. It was published last November – with a print run of a 1,000 copies – and was sold out within six months. A second edition was published in May. Leanne is currently penning another novel with a theme that may particularly concern youths – self-harm – but this time round, she is experimenting more with the plot.

Together with fellow author Clare Azzopardi, she is also working on a translation of a novel titled Teresa, by Deborah Abela, an author of Maltese descent residing in Australia. It’s a thick book aimed at Forms 1 and 2 students which tackles the theme of migration and is to be published later on this year.

Besides literature, Leanne has collaborated with Azzopardi on a series of books for pre-grade children called Tikka Malti.

These Merlin publications, coordinated by Rachel Portelli and illustrated by Erin Taylor, focus on the four literacy skills: reading, writing, speaking and listening. They are interactive, because apart from exercises such as drawing and writing, one can log on to a number of podcasts which feature traditional rhymes, stories, dialogue and songs.

34 CHiLD SEPTEMBER 2016

“These books involve a lot of research and consultations with educators at all levels. You have to be very careful because children absorb everything. It is a very delicate job,” Leanne says.

She was also recently commissioned by Merlin Publishers to translate a book by Portuguese writer Fernanda Serrano, titled Inħobbok! in Maltese, aimed at young children.

The book features daily loving moments between a mother and her offspring, with one half showing the child’s feelings towards his mother and, in the other half, the mother’s feelings towards her offspring.

Even though the book has very little wording, Leanne found the task “very challenging”.

“You have to capture the same feeling that accompanies the pictures,” she says, referring to the lush drawings by Portuguese artist Sandra Serra.

During the first reading of the book to five- and six-yearolds, Leanne was amused by the children’s questions.

“They were asking ‘why is this book not about a boy and his sister’ or ‘where is the father?’. It thus gave me a lot of insight into young children’s brains and how they see the world.”

Leanne’s agenda seems pretty busy and she wishes the day lasted more than 24 hours. But she would not imagine her life any different.

“I like books so much, in any language, that even when someone new attends the Malta International Literature Festival, I’m so happy… so it’s only natural that I work in such an environment.”

She urges young people to write more and jump at the opportunities available, like she did. More writers can only mean more books.

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

SPORT

Bonding THROUGH

SPORT

How important is it for parents to be involved in their kids’ sportive lives? Coryse Borg speaks to two exponents of sport who are introducing two new sporting activities to children – and their parents – to Malta.

STACKING PE teacher Marina Bonello is an advocate of the sport of stacking – an individual and team sport that involves stacking 12 specially designed plastic cups in specific sequences in as little time as possible using specialised timing equipment. Through sport stacking, participants develop hand-eye coordination, ambidexterity and concentration. They also learn “Stacking is cooperation, problem solving and can even the only sport I develop personal fitness. know that has a Sport stacking was born in a Southern Calparent and child event ifornia YMCA club and was popularised in – that is, a parent can stack together with his the 1990s by the company Speed Stacks in or her child, thereby Colorado, the US. In 2001, the formation of fostering precious the World Sport Stacking Association brought bonding time” stackers together and today it regulates the practice of stacking in 54 different countries. ing at St Aloysius College Primary School, Stacking caters for children as young as three and introducing it as an activity her pupils could tournaments reflect age divisions from age three to 70 practise when they could not go out to play in the and over. yard due to inclement weather.

Dr Bonello was first introduced to the sport while she Stacking fever has since spread. Dr Bonello organised was working on her PhD dissertation in the US in 2008. the first school tournament in April 2014 and offered sport She brought stacking to Malta in 2014 when she was workstacking classes as an extra-curricular activity.

36 CHiLD SEPTEMBER 2016

sport

The Malta team at the World Sport Stacking Championships in Germany.

Right: Participants in the recreational tournament Malta Stack Fest in April.

Last January, together with some parents, the sport stacking Malta Club was founded and an intense training programme went under way to help prepare 13 boys aged between six and 12 attend the World sport stacking Championships between April 1 and 3 in Germany. “the stackers achieved personal bests and made many new friends, meeting up with stackers from 22 different countries. team Malta returned home with 12 medals: one gold, four silver and seven bronze in the individual, double and relay events,” Dr Bonello beams proudly. the sports stacking Malta Club is now a formally recognised non-profit voluntary organisation. From the scholastic year 2016/2017, extra-curricular courses will be held at san Andrea school and st Aloysius College primary school. st Dorothy’s school will also be introducing sport stacking during break time. Courses open to all will also be taking place at Fleur de Lys parish hall. parents are invited to join so they can learn how to stack with their children. this could result in “precious bonding time”.

“What I love about stacking is that it is built on the ‘positive pyramids philosophy’. the rules are written so as to promote positive character attitudes, team building and maximising participation. stacking is the only sport I know that has a parent and child event – that is, a parent can stack together with

his or her child, thereby fostering precious bonding time,” says Dr Bonello.

Bonello – who is the World sport stacking Association and speed stacks licensed representative in Malta – has just returned from the sport stacking Junior olympics that were held in texas, the Us. she says that participation in movement activities enhances children’s capacity to move and think and enhances their ability to take challenges within their stride, as well as develop social skills and perseverance. “participation in sports and physical activities brings people together: the athletic and non-athletic, the young and not-so-young, the able and disabled, irrespective of race, colour or belief systems.”

For more information, send an e-mail to sportstackingmalta@gmail.com or visit the Sport Stacking Malta Facebook page.

Marina Bonello is a professional pE teacher specialising in health and physical education. she has studied, taught and worked in Malta and the Us over the past two decades. sports participation has been a central part of her life since young. Dr Bonello represented Malta in the GssE Games and was a medallist in athletics in Andorra (1991) and the Archery Women’s team event in Cyprus (1994).

CHiLD sEptEMBEr 2016 37

SPORT A group of children who were introduced to Auskick earlier this year.

Photo: Kevin Abela/DOI

AUSKICK

“Parents are encouraged to stay around and interact with their children as much as possible”

SportMalta head of programmes Robert Portelli is currently advocating Auskick.

“Auskick is aimed at presenting Australian football in a fun and safe way while simplifying the game, so it is easy for boys and girls to start enjoying the excitement that the game provides,” explains Mr Portelli.

Auskick was introduced in Malta earlier this year when Grant Williams – a former Australian rules footballer who played for Melbourne in the Australian Football League (AFL) – visited Malta to meet key stakeholders of sport in Malta, including SportMalta.

From October 15, SportMalta will be offering a beginners’ course in AFL Auskick aimed at children from seven to 12 years old as part of the ‘OnTheMove’ Skolasport programme. The course will be held at The Marsa Sports Complex, with lessons held every Saturday morning until the end of May. “We are confident that a good number of participants will enrol and this will enable us to increase the number of courses to different ages and ability levels,” says Mr Portelli. “Parents are encouraged to stay around and interact with their children as much as possible. This will enable them to make new friends, learn about the game and spend quality time with their children.”

38 CHiLD SEPTEMBER 2016

Mr Portelli believes that sport is nowadays more important than ever.

“Children need sport to develop physically, emotionally, socially and mentally. Sport provides many opportunities to interact with each other, to deal with failure, to taste success, to push one’s limits and never give up. Moreover, sport gets children to drop their tablets and mobile phones, to disconnect from the virtual world and return to the real world.”

Since Auskick is a highly active sport with an array of skills which include running, passing and kicking, it certainly presses the right buttons.

“Children will learn the fundamental motor skills vital for future physical activity and sport participation as well as learning how to interact with other children as part of a team in small group activities,” Mr Portelli says.

For more information, call 2203 6000 or send an e-mail to programmes@sportmalta.org.mt

Robert Portelli is a qualified PE teacher and rugby coach who coached the National Rugby youths from 2008 to 2012. He still plays second division handball and social rugby.

SPORT Participants in last year’s European Week of Sport.

Photos: Andrew Large

EUROPEAN WEEK OF SPORT The European Week of Sport (EWoS) – part of the European Commission’s overall policy aiming at increasing the level of participation in sport and physical activity in the EU – is taking place from today to September 17. Malta is also getting in on the action with a number of events designed to get children – and their parents – moving, regardless of background or fitness level.

Flash Move is a dance event synchronised with the rest of Europe, happening today at St George’s Square, Valletta, at 11am.

Beach Festival Weekend, being held today and tomorrow at Pretty Bay, Birżebbuġa, includes fun activities such as tug-of-war, fitness sessions, handball, bungee run, a BMX exhibition show and a zumba party.

The Indoor Rowing Challenge 2016 is being held tomorrow in collaboration with Lake Personal Fitness Studio at the Marsa Sports Club. Other events tomorrow include a sailing open day held by the Birżebbuġa Sailing Club.

Promenade walks in Buġibba, Sliema and Marsascala aim to encourage people to exercise in outdoor public spaces which offer plenty of free, accessible and diverse opportunities for integrating sport and physical activity into daily life routines.

For more information, contact SportMalta on 2203 6280 or send an e-mail to tanya.zahra@sportmalta.org.mt CHiLD SEPTEMBER 2016 39

TOP TIPS

Beware of that

BACKPACK’S WEIGHT ackpacks come in all sizes, colours, fabrics and shapes and when used properly, they are incredibly handy.

However, when a backpack is too heavy, it may strain the child’s muscles and joints and may cause back pain.

In fact, most doctors and physical therapists recommend that the young ones do not carry more than 10 to 15 per cent of their bodyweight in their backpack.

Here are some tips to make sure your child does not suffer from backaches due to their backpacks:

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Go for a lightweight pack that does not add a lot of weight to your child’s load. For instance, leather packs weigh more than a traditional canvas pack.

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Teach your child to pick up the backpack properly. It is important that they use both shoulder straps. Bags that are slung over the shoulder or have only one strap are not as effective at distributing the weight as bags with two wide shoulder straps.

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It is also important to tighten the straps enough for the backpack to fit closely to your child’s body. The pack should rest evenly in the middle of the back and not sag down to the buttocks.

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40 CHiLD SEPTEMBER 2016

Distribute weight evenly. Load the heaviest items closest to your child’s back and balance materials so that they can easily stand up straight. Buy a backpack with multiple compartments can help distribute the weight accordingly.

If it is an option, encourage children to use their locker or desk frequently throughout the day instead of carrying the entire day’s worth of books in the backpack.

If used properly, backpacks help students stay organised as they provide a portable receptacle for school essentials. However, making sure these packs do not cause muscle problems or strain is essential. Precaution is always better than cure.

RECIPES

A GLUTEN-FREE

LUNCHBOX Preparing school lunches on a daily basis can be quite a headache for parents, let alone if one’s child is gluten intolerant. Parties and other social events at school can complicate matters. Jacqui Farrugia gives parents some tips and cooks up some gluten-free recipes. nce your child is diagnosed with coeliac disease or gluten sensitivity, it’s necessary to make many dietary adjustments, besides being extra cautious when it comes to school life, parties and other social events.

Gluten is not just found in bread, pasta or pizza. It can be found in soy sauce, ice cream and ketchup as it is used as a stabilising agent. Therefore you have to get used to planning in advance to ensure that your child always has gluten-free food at hand.

It is always advisable to ask your doctor to provide a letter to present to your child’s school, showing your child’s condition and that it is medically necessary for certain measures to be taken.

It is also a good idea to order an allergy bracelet to be worn at all times, especially at school and at parties where the child would be on his or her own. These can be ordered online.

As a rule, it is very important to always provide your child with glutenfree snacks. Nowadays, gluten-free cookies and crackers, among other products, are mostly individually wrapped, which is perfect as you can slip a few packets in their lunchbox or school bag. As for other occasions like school trips, try to find a small and

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sturdy backpack which can be filled with good stuff for them.

Ideally, one should teach coeliac children as early as possible about gluten and which foods they can eat and which are considered dangerous for them.

Show them how to read labels to check whether a product is safe.

Insist that your children speak up for themselves during parties, restaurants, friend’s houses or any other social events. Consider these as lifelong skills that your child will need.

You would have to stress that they cannot share and swap food treats with friends when these are offered to them by explaining constantly that some food for them is unsafe and would make them very sick.

And when it comes to birthday celebrations at school, you could ask the teacher if you can send pre-packaged gluten-free snacks so that your child does not feel left out.

Same with birthday parties. Always advise the parent of the celebrating child that your son or daughter is coeliac, and if there is no gluten-free option available, then it would be necessary to pack a gluten-free cupcake, cookies or snacks for your child.

This way, they will not feel left out, although kids mostly attend parties to play and have fun rather than to eat!

You can also prepare some homemade gluten-free snacks for your child to take with him/her to share with friends,

“Ideally, one should teach coeliac children as early as possible about gluten and which foods they can eat and which are considered dangerous for them” You can also ask teachers if they can take some time to explain to the class about coeliac disease and the damage gluten can cause to the intestines of their mates who are coeliac.

That way, everyone would be more aware of the condition and thus more sensitive towards this issue.

and that way the child will not feel deprived. The other kids will more than likely enjoy them too.

A coeliac diagnosis is a life changer, not just for the child but also for the parents and all the family. Like everything in life, you will get used to it quickly once you embrace it.

CHiLD SEPTEMBER 2016 43

ReCIPeS

Gluten-free snack ideas Here are some ideas for snacks that children (and adults!) will likely enjoy. They are very quick and simple to make. Two savoury recipes are made with polenta, which is very underrated in Malta, but which is actually a very versatile ingredient and a life saver to coeliacs. The other sweet recipe is a chocolate and peanut treat.

Polenta crisps First of all, you have to prepare a basic polenta recipe in this ratio: 1:3. So for one cup of gluten-free instant polenta, you need three cups liquid. In this case, I used vegetable stock for flavour.

I added salt and some herbs and spices as well. You can add chopped chives, ground pepper, rosemary, poppy seeds and smoked paprika for example, depending on your tastes. At the end, I mixed in some freshly grated cheese and combined well.

To make the crisps, pour the polenta on a large piece of baking paper, levelling it with a wet spatula. Take another large piece of baking paper and place on top of the polenta. Using a rolling pin, roll over the paper until the polenta is very thin. Gently remove the top baking sheet.

Score the polenta into triangles using a sharp knife.

Lift the polenta together with the bottom baking paper and place it on a baking sheet. Brush the top lightly with vegetable oil. Place in a preheated oven (220ºC) and bake till crispy. Remove from the oven and let it cool before breaking the triangles apart.

Polenta arancini To make the polenta arancini, you need to prepare the polenta as above, and add the grated cheese, preferably Parmesan. You can make the arancini as cheesy as you wish!

While the polenta cools slightly, prepare three plates: one with a mix of uncooked polenta combined with gluten-free breadcrumbs, the other with a beaten egg, and the third with cubes of mozzarella and cubes of ham.

Take small handfuls of polenta and roll into balls, make an indentation in the middle and place small mozzarella and ham cubes. Close and roll again.

Dip quickly into the beaten egg and then roll it in the breadcrumb/polenta mix until coated. Wet your hands with water occasionally so the polenta does not stick to your hands. Do the same with the remaining polenta.

Place in the fridge for half an hour. In the meantime, preheat the oven to 200ºC. Place the arancini on a lined baking sheet. Place some shavings of butter on top of each ball and bake until golden. You may need to put them on the grill if you want them to brown further.

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RECIPES

Choc and peanut squares Besides being very healthy, this recipe is perfect to have for breakfast or to take to school as a snack.

Ingredients 160g gluten free oats 60g brown sugar Pinch salt 1½ tsp baking powder 1 tsp ground cinnamon 1 tsp vanilla extract 1 small egg, lightly beaten 100g milk 2 small bananas, mashed 1 tbsp coconut oil 70g smooth peanut butter 70g unsalted peanuts, roughly chopped 70g chocolate chips Extra chocolate chips for the top Method 1. Preheat oven to 160ºC. Grease lightly an eight by four-inch baking pan and set aside.

2. In a large bowl, combine the oats, chopped peanuts, sugar, baking powder, salt and cinnamon. In a smaller bowl, mix the egg, milk and vanilla essence and add these to the dry ingredients.

3. Melt the peanut butter slightly in the microwave, then add the tablespoon of coconut oil and mix well until smooth.

4. Finally, add the mashed banana, the peanut butter and the chocolate chips to the bowl and combine.

Pour this mixture into the prepared pan, levelling the top with a spatula. Sprinkle the extra chocolate chips on top.

5. Bake for 20 to 25 minutes. Leave to cool slightly and then cut into squares.

For more gluten-free recipes, log on to www.senza-g.com

HeAlTH

PERCHANCE, TO SLEEP Almost every parent faces the daunting challenge of getting their baby or toddler to enjoy a good night’s sleep.

When training their babies or toddlers to sleep, parents should be patient and persevere, certified sleep coach Becky Gingell tells Laura Hughes. ne of parents’ worst nightmares is for their babies to not enjoy a good night’s sleep… because when little ones spend the night crying and waking up, their parents also fail to sleep a wink, leaving both parties grumpy and tired.

Sleep in a baby’s and toddler’s life is as important as food, love and safety.

Sleep boosts learning, affects weight and promotes growth, “What as growth hormone is primamany parents rily secreted during sleep. do not realise is Seeing that there are so that sleep is a learned many benefits, every parskill. Babies do not ent should make it a priorinherently know how ity that their child is taught she applies difgood sleeping habits from ferent methods to fall asleep by the very start. according to the themselves” Thankfully, there is a soluage group. tion: sleep coaching, which helps “Formal sleep trainbabies learn to put themselves to ing usually starts at five sleep. months. There are the gentle, interAs a certified sleep coach, Becky Ginmediate and firm methods. I myself am gell guides parents on how to train their not a believer in letting children cry until children to fall asleep on their own. they fall asleep as a result of sheer ex“What many parents do not realise is haustion. In fact, I used the gentler that sleep is a learned skill. Babies do methods and some of the intermediate not inherently know how to fall asleep ones with my own children.” by themselves,” Ms Gingell says.

Her own family experience led her to She sleep coaches children from read and research on how to get her bathe age of five months to five years, and bies to sleep.

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46 CHilD SePTeMBeR 2016

Ms Gingell found her self giving advice to a number of friends who were in a similar situation and when she realised that the feedback she was getting from her friends was positive, she decided to enrol for a sleep coach course.

“I decided to pursue sleep coaching because I realised both the importance of sleep in a child’s life and the benefits that it had on me as an individual and on my relationship with my husband,” she says.

“I trained my son to fall asleep on his own after 14 months of many sleepless nights. This changed our lives and I believe it can change the lives of many parents who are stressed out and exhausted

HeAlTH as a result of interrupted and deprived sleep.”

She admits, though, that training her son to sleep wasn’t easy.

“It took me two-and-a-half weeks of constant challenges, which left me feeling exhausted,” she says. “Although I wanted to give up many times, my husband and I were determined and saw it through to the end. With my daughter it was much easier, though still challenging. The younger the children are, the easier it is to sleep train them.”

Sleep coaching involves various steps.

“I first send the parents an assessment form which helps me understand the child’s sleeping difficulties and the parenting style. Based on this assessment, I create an individualised detailed sleep plan for that particular child.

“Following this, I meet the parents to discuss the plan, iron out any questions they may have and set a date for them to initiate sleep training with their child.

“Once they start training their child to sleep, I am in contact with them on a regular basis for one or two weeks, depending on which package they choose. Where parents feel the need

for a longer period of support, this is also provided. For those parents who are on a tight time schedule, I also carry out consultations via Skype.

“My role is also to encourage, empower and motivate the parents not to give up, especially during the initial phase of the training.”

This does not come short of challenges. “The biggest challenge is when parents do not abide by the instructions and guides I would have provided them with,” she says.

“Although I totally understand that it can get tiring, it is vital that parents do not give up. Most children can be sleep trained, therefore often it is the parents themselves who become the stumbling block.

“With determination and consistency, you can overcome sleep difficulties. You have to be prepared for a rough and challenging few nights but with each night that passes it gets better. Just don’t give up.”

For more information on how to train your babies to sleep, contact Becky Gingell on 7970 5088 or send an e-mail to info@beckygingell.com.

THE BENEFITS OF SLEEP Psychologist Jodi A. Mindell lists a number of health benefits related to sleep in her bestselling book Sleeping Through the Night.

Here are some: • Sleep promotes growth, as growth hormone is primarily secreted during sleep.

• It helps the heart.

• It affects weight. Increasing evidence shows that children who don’t sleep enough are more prone to obesity.

• It helps beat germs. During sleep, children (and adults) also produce proteins known as cytokines, which the body relies on to fight infection, illness, and stress.

• It reduces injury risk.

• It increases children’s attention span.

• It boosts learning.

CHilD SePTeMBeR 2016 47

PROdUCTS & SERVICES

SHOPWINdOW Natural and organic skincare range Mommy Care specialises in the development and production of skincare products for expecting mothers, babies and children and develops natural and safe products for use during the time when skin is most sensitive. Its line of maternity products can be used to prevent stretch marks and help the body retain its shape after pregnancy. The baby and kids products are especially suitable for the most delicate and sensitive skin. Mommy Care is a natural and organic range of products that does not use parabens, petroleum-based ingredients, sodium lauratesulphate or any other controversial ingredient. It is the brand’s mission to keep developing high-quality, safe skincare products that support mothers who are looking to make healthy lifestyle choices for themselves and their children.

For more information and samples, contact Mommy Care’s exclusive distributors, Alfred Gera & Sons Ltd, tel: 2144 6205/6.

The right nutrients for your baby NaturNes baby food is a new generation of baby food delivering better nutrition and taste through unique steam cooking that helps preserve nutrients and flavour. NaturNes baby food offers the best nutrition without compromising taste and features 100 per cent natural ingredients. The recipe range of NaturNes takes into account the correct balance of macronutrients (proteins, carbohydrates and fats); energy density; quality of essential fatty acids; correct introduction of potential allergenic ingredients and avoidance of harmful ingredients to a baby’s still fragile system. Products are totally free from added salt, sugar and modified starches.

The result is a nutritious, balanced and naturally delicious product.

HiPP Organic now in Malta

Interactive toys for bath time Munchkin offers your child a wide range of colourful, interactive toys that make bath time fun and enjoyable. From a Bath Fun Bubble Blower, Undersea Explorer, Bath Tea and Cupcake Sets to a large selection of bath toys, Munchkin is sure to keep your child entertained.

With their bright and vibrant colours, Munchkin toys are designed to help engage sensory skills as well as encourage your child to learn how to develop play patterns and interactive play. Munchkin also offers a wide range of feeding bottles, spill-proof cups, training cups, flip straw cups, dining sets, door bouncers, safety car mirrors, backpacks and much more. Munchkin is found in leading supermarket, pharmacies and baby shops. Munchkin is exclusively distributed

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

Effective relief from bloating Bloateze is very effective at relieving trapped wind (gas) and bloating. Bloateze is unique and different to other treatments as it contains two active ingredients in one tablet – carbon (charcoal) and simethicone.

These ingredients work together to eliminate gas and provide quick relief from that uncomfortable feeling of bloating. Bloateze works very quickly and results can be felt within 15 minutes. Take two tablets of Bloateze before your main meals or as needed. Bloateze is available over-the-counter from all leading pharmacies.

Bloateze is exclusively distributed by Cherubino Ltd, tel: 2134 3270.

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HiPP Organic is passionate about feeding only the best to your babies and toddlers. Your little one deserves only the best start and HiPP uses organic ingredients to create wholesome and nourishing baby foods. The result is a delicious range of baby foods bursting with flavours and natural goodness, suitable for every stage of your baby’s development and all meal times. The range is made up of formula milks fortified with important prebiotics and omegas and available in stage 1, stage 2, stage 3, Hungry Infant Formula and Good Night Formula. There are also baby cereals, savoury and dessert jars and pouches, fruit pots and tray meals, including lasagne, numbered and animal-shaped pasta, just to make meal times more creative for your kids. HiPP Organic is available from all leading supermarkets and pharmacies. It is exclusively distributed by Cherubino Ltd, tel: 2134 3270.

Bursting with flavour HiPP Organic pouches have been voted the best organic baby food range in the UK and are perfect to help little ones continue on their tiny taste bud journey. This range has a smooth, thick texture and is full of tastes in a small pouch – a perfect portion for little ones. The range starts off from products suitable for babies from four months onwards.

HiPP Organic is available from all leading supermarkets and pharmacies.

The range is exclusively distributed by Cherubino Ltd, tel: 2134 3270.

Dealing with nappy rash Nappy rash is a worry for all parents but whether you are aiming to prevent or using it to treat a nasty nappy rash, Metanium has the right product. For prevention, the Metanium Everyday range is available in ointment or easy spray lotion. It can be used at every nappy change, is easy to spread and is fragrance and lanolin-free. For treatment of a nappy rash, use Metanium Nappy Rash Ointment – the yellow one – which rubs easily into the skin, relieves irritation and redness and a small amount goes a long way. This product is a medical product available over the counter. Always read the leaflet. It is exclusively distributed by Cherubino Ltd, tel: 2134 3270.

Perfect lunchbox snacks For little explorers on the go, there’s a new range of tasty and healthy snacks.

Made with high-quality organic fruit and vegetables, Googly Fruit products do not contain added sugars, preservatives, artificial flavourings and/or colorants.

Googly Fruit is ideal for tots on the go, with choices of squeezy fruit snacks in pouches, crunchy fruit bites and crispy puffs and biscuits. These are now available from leading outlets in Malta and Gozo. For more information, contact Vivian Corporation on 2258 8600.

Meeting mother and baby needs With 30 years of clinical experience in baby feeding, Philips Avent has been designing and manufacturing products to meet mother’s needs. These products are inspired by nature and have been developed through extensive research and clinical trials and, even more importantly, by listening to mothers.

Their products help to support one’s choices, whether breastfeeding, bottle feeding or a combination of the two.

Then, as the baby grows, the ranges’ interchangeable design features mean the products can be adapted to meet a baby’s developing needs.

Philips Avent offers a full range of baby products, including bottles, cups, soothers, electric and manual pumps, breast pads, monitors and much more. Philips Avent is exclusively distributed by Alfred Gera & Sons Ltd, tel: 2144 620/5.

Progressing with SMA Pro Progress Kids Growing children need lots of energy.

They need vitamins, minerals and proteins to stay strong and healthy.

SMA Progress Kids is a fortified milk specifically designed for children aged one to four years. At this age, most toddlers would have established an eating pattern and are able to eat most family foods. Growing up milk should be given to supplement their diet. One to two beakers of 200ml each are enough to provide your little ones with all the necessary daily nutrients and vitamins to help support normal growth and development of bones. For more information and support, contact Vivian Corporation on 2258 8600 and ask for the SMA Nutrition Team.

PRODUCTS & SERVICES

Developing the mind through playtime A toy is as important for the mind of a child as is food for the body. Like a healthy diet, playtime should consist of a portion of creative, imaginative and active play.

This would include toys which stimulate creativity and imagination, which develop hand/eye coordination; which encourage the learning of letters, numbers and colours; which develop the constructive talents of children to build and create; and toys which encourage social interaction and physical or outdoor activity.

For over 40 years, iconic British brand Early Learning Centre has been creating toys that stimulate the healthy development of the child’s body and mind besides helping them grow into happy, self-confident people. The toys are designed to help children explore the boundaries of their imaginations and creativity and to make learning fun.

When designing toys, ELC works closely with experts such as child psychologists, leading designers, nursery specialists and the real experts, the children themselves. Together all these stakeholders make sure that all ELC toys are top quality, great fun and, above all, absolutely safe.

ELC toys are, in fact, well known for their safety considerations and good quality material. Plastics do not contain phthalates, while products like paints and soft stuff (such as play dough) are non-toxic.

ELC is also very environmentally responsible. All of ELC wooden toys come with the FSC (Forest Stewardship Council) logo which is the mark of responsible forestry.

As regards ELC stores, these are designed to assist parents to find the best toy for their child in terms of features and age suitability. Icons on products make it easy to identify the benefits of each toy.

If one does not want to carry the shopping home, ELC can arrange for toys purchased to be delivered to one’s door. Delivery is free if the order is of more than €30.

One can also purchase toys from the comfort of one’s home. Visit www.elctoysmalta.com, place your order and get it delivered right to your door for free (terms and conditions apply).

Early Learning Centre stores are found in Valletta, Rabat and Victoria.

An SOS cream for minor rashes and bites

The purest baby wipes

Mustela’s Stelatria recovery cream has been specially designed to soothe localised irritations and redness (rash) on the face and body. Typical irritations among the little ones are seen around the mouth due to drooling of saliva, dummies or even babies sucking on their thumbs, or in skin-folds, such a the neck, under the arms, between legs and behind their knees. Stelatria is a very effective, steroid-free cream which helps soothe these irritations. It is based on a unique combination of copper, zinc and manganese, all of which are known to heal dry and irritated skin, and Bioecolia, which is yet another patented ingredient of Mustela. This helps limit the spread of bacteria and infection of these irritations. It is also ideal for insect bites, burns and chickenpox. Stelatria can be used by newborns, babies and children and can be applied two to three times a day. Mustela Stelatria is exclusively distributed by Cherubino Ltd, tel: 2134 3270.

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A baby’s skin is much more delicate than adults’. It should be cleaned with only the gentlest and purest elements possible. WaterWipes are the only wipe made using just two ingredients: water, specially purified and softened, and a tiny drop of grapefruit seed extract. That’s why 97 per cent of midwives believe WaterWipes are suitable for use on the skin of newborn babies, and why WaterWipes are the only baby wipes to be approved

by Allergy UK and the National Eczema Association of America.

WaterWipes are chemical-free, suitable from birth and can be used on the delicate skin of newborns and young babies. They are available from all leading pharmacies, baby shops and supermarkets. WaterWipes are exclusively distributed by Cherubino Ltd, tel: 2134 3270.