Child (September 2017)

The magazine for parents

CHiLD ISSUE 56, September 2017

CO-EDUCATION

EATING RESPONSIBLY NATIONAL SPORT SCHOOL Plus: art therapy, teen issues, vision problems and pets

BACK TO

SCHOOL

CHiLD ISSUE 56 September 9, 2017

Contents

All geared up for school

Features 6 Education: Co-ed schools 12 National Sport School: Excelling in sport and academia 18 School projects: We Eat Responsibly 33 Health: Checking a child’s vision 37 Pets: Animal-assisted therapy 42 Arts: Children express their emotions 48 Teenagers: Tackling mood swings

Regulars 24 Top Tips: Back to school 54 News You Can Use: Importance of breakfast 56 Top Tips: Preventing sickness 57 Shop Window: The best of goods and services

Correspondence to the editor may be sent to: The Executive Editor, Child Magazine, Times of Malta, Triq l-Intornjatur, Mrieħel, BKR 3000, or send an e-mail to child@timesofmalta.com Executive Editor Stephanie Fsadni Publisher Allied Newspapers Limited Printing Progress Press Limited Production Allied Newspapers Limited Contributors Coryse Borg, Sandy Calleja Portelli, Sarah Carabott, Ronald Cassar, Celine Pace Design Krista Bugeja Advertising Sales Amanda Gauci (tel: 2276 4332; e-mail: amanda.gauci@timesofmalta.com).

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

All rights reserved. © 2017 Reproduction in whole or in part without written permission of the publishers is prohibited.

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School is round the corner and parents will surely be fretting about the next term more than their children. This edition of Child aims to help ease off some worries by focusing on particular issues which might be of concern to you besides giving a number of back-to-school tips.

The first few days can be quite daunting, especially if your child is attending school for the first time, if they are attending a new school or, also, if they are entering a coeducational secondary school.

The latter type of education system had raised quite a debate when it was announced a couple of years ago.

Sandy Calleja Portelli considers the pros and possible cons of a coed school, to find that such a mixed-gender environment might help students integrate in society and does not necessarily affect their academic performance as parents might believe.

A successful co-ed public school which has welcomed students since 2012 is the National Sport School. This particular institution focuses on the students’ sporting abilities while giving them the same academic background as any other secondary school to help them embark on a dual career. Ronald Cassar visits the premises in Pembroke.

Schools take on a number of projects to teach and make student’s life more interesting. One of these is the We Eat Responsibly! project which has been adopted by many schools across Malta and Gozo since its launch in 2015. This project uses creative ways to teach students – and their educators and parents – how to become more responsible consumers.

This edition tackles other important issues, including health-related ones such as how to control the spreading of germs in class, preventing eye problems from an early age and the benefits of having breakfast.

Sarah Carabott looks into how art therapy helps children express their emotions freely through painting, drawing or modelling, while Coryse Borg visits the Petting Farm in Ta’ Qali and finds our two- and four-legged friends can help improve chlidren’s social skills, empathy, autonomy and self-confidence.

Child is also starting a series of articles on teenagers, tackling various issues that concern this age group. The first one tackles mood swings and emotional distress. If you would like to read about any particular topic related to teens or any other subject, please send us your suggestions on child@timesofmalta.com. We look forward to hear from you.

Meanwhile, I wish you and your children a smooth transition to school.

EDUCATION

COED SCHOOLS – DO THEY MAKE THE GRADE? Co-educational schooling has brought with it a number of challenges for teachers and various concerns among parents. But how is it affecting students? Sandy Calleja Portelli enters the debate to find that a co-educational setting might help them integrate in society and does not necessarily affect their academic performance.

n April 2013, Education Minister Evarist Bartolo took many people by surprise when he announced that Pembroke Girls’ Secondary School within St Clare College would embark on a pilot project to introduce coed schooling to the State education system as from the following scholastic year.

The minister’s news was met with a very mixed reaction which, at the most extreme points, ranged from dismay and certainty that our youth were doomed to relief that we had finally arrived at this point.

Within a year, it was announced that all State secondary schools would become coed as from scholastic year 2014/15, a decision that was met with even more consternation than the original one.

The first cohort of coed students who entered St Clare Secondary School Pembroke for the first time in September 2013 are about to start their final year at the school but the debate continues and it’s worth looking into how the students and their educators have fared under the new system.

Of course, this was not the first experience of mixed gender schooling

I

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Students from St Clare Secondary School Pembroke taking part in various school activities.

PHOTOS COURTESY OF THE SCHOOL

in Malta because apart from the National Sport School which opened its doors in 2012, independent private schools had been operating on a coeducational basis for a number of years with both parents and students of those institutions seemingly happy with the system.

Indeed, all the parents, students and former students of these

EDUCATION

schools I contacted spoke very highly of the mixed-gender system, saying that they would not change the experience for the world.

However, their views cannot necessarily be taken to be representative of the wider population simply because the parents concerned would have had to be supporters of mixed-gender schooling and chose to send their children to a co-educational institution.

School life has definitely changed within public schools, as Mark G. Borg, an adviser to the Minister for Education and Employment, remarks.

“The school atmosphere inevitably changed from when schools were single-gender. In the primary cycle, children are in coed settings and progressing from a coed primary cycle to a coed secondary cycle is the most ‘natural’ step for the vast majority of students. That said, a few students did remark that they would have preferred being in a single-gender school” says Prof. Borg.

While the transition may have been almost seamless for most students, teachers and administrators had to adapt their work

practices to meet the demands of the degenerated and it’s just misbehaviour coed setting. that has changed.

As the professor asserts: “It is one “While most behaviour is typical of a thing teaching a single-gender class or boys’ or girls’ school, other forms like managing a single-gender school but showing off or playing the ‘tough guy’ teaching a coed class or managing a are the direct results of having coed school is quite a different thing.” adolescent boys and girls in the same According to annual evaluation class,” he says. studies which have been carried out in The issue of discipline and schools since 2015, most teachers have misbehaviour is one which is often cited either adapted their teaching by both sides of the practices to teaching coed/single sex educmixed-gender classes or ation argument and “Most stated that the change international research researchers did not affect them at is ambiguous on the argue that the all. However, the matter. gender composition evidence seems to Although some of a school has little suggest that for most educators provide effect on the schools it is a case of anecdotal evidence achievement of “business as usual”. that boys tend to Discipline is always be more disruptive most students” an issue in schools, than girls, research especially when students published in 2004 by hit their teenage years and Anne Lodge and Kathleen having boys and girls in class together Lynch suggests that while this is true brings about a new set of challenges, in some cases, in other instances challenges which differ from school “female and male students were to school. equally disruptive of class learning, but The three evaluation studies show male students were more severely that all stakeholders (students, teachers sanctioned”. and parents/guardians) agree that Another thorny issue in this debate is more discipline is needed in schools the impact mixed-gender classrooms and a third of teachers feel they need has on the achievement of boys and support in classroom management. girls. Do they fare better in single-sex However, Prof. Borg says that, on the schools? According to Prof. Borg, there whole, behaviour has not improved or is no straightforward answer to this.

CHiLD SEPTEMBER 2017 7

EDUCATION

“Some girls and boys may indeed be adversely impacted [by mixed-gender classes], just as some boys and girls were adversely impacted in a singlegender school.

“For instance, some teenage students may be fascinated by their peer of the opposite sex and engage in efforts to attract them instead of their studies.

Moreover, many girls may be “On bothered by the teasing and the whole, even the flirting of the boys. behaviour has But then many boys and not improved or girls mention how well they degenerated get along with, and how The issue of and it's just much they are learning sexual tension from, the opposite gender between young misbehaviour that students.” students and its has changed” Although it is too early to tell possible impact on how students will perform in their their grades is also upcoming Matsec exams, Prof. Borg uppermost in the minds of believes that girls will once again some parents and teachers. perform better in most subjects than Josephine, whose children are their male peers. currently in primary school, says she is “Most researchers argue that the gender worried about the difficulties of going composition of a school has little effect on through puberty surrounded by the achievement of most students. What members of the opposite sex and that matters most for high student achievement she worries that students may be more is a small teacher-student ratio, good and interested in dating one another than on unbiased teaching and a focused, their studies. A teacher who taught in challenging curriculum.” the UK for a number of years says that

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St Clare Secondary School Pembroke representatives taking part in Ekoteenz quiz show on TVM.

she saw some students so caught up in the opposite sex that their academic achievement suffered as a result.

The international research on this issue has produced many mixed results.

While some researchers have found that girls in girls-only schools do better in STEM subjects (science, technology and maths) and boys achieve better reading skills in boys-only schools, others have disputed these findings.

The American Psychological Association has concluded that singlesex education is unlikely to offer advantages over coed schools (2014) and another research study by Arizona State University in 2011 concluded that while “single-sex schooling does not improve academic performance [it] can lead to gender stereotyping”.

Education is, however, not only about academic achievement – students’ social and personal growth is also vital for them to achieve their full potential.

Prof. Borg believes that for the majority of students, coed has a positive impact on their social and personal growth. He references some studies carried out abroad that show that, in terms of social development, co-education has an advantage over single-gender education, with students thriving in a co-educational setting.

Yet some studies report that girls feel better integrated in singlegender schools and that some students benefit psychologically from a single-gender education.

EDUCATION Asked whether he thinks Malta’s education system will improve through coed, Prof. Borg said: “If anything, coeducation in the state secondary sector has realised a seamless transition from the primary to the secondary cycle with boys and girls continuing their journey together. Also, the mixing of adolescent boys and girls helps to eradicate the inherent shyness in many students and enhances their confidence. The fact that boys and girls study, work and play together in a mixed-gender school [gives them] the opportunities to express and share their own ideas or opinions, in the presence of the opposite sex.”

In conclusion, Prof. Borg points to the fact that real life is not segregated and these students will go on to function in a mixed-gender world. He maintains that “a co-educational setting helps students to easily integrate in the real life”.

As the children who entered St Clare Secondary School Pembroke in 2012

prepare to take their final set of school exams and move on to the next stage in their life, the debate around whether they were “For

served better or worse for growing up together continues.

However, for most of them, the argument is irrelevant because as one female student said: “It’s basically just like primary but the majority we just grew older.” of students, coed

has a positive impact on their social and personal growth”

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EDUCATION

Striking the right balance In 2012, the National Sport School opened its doors to promising young athletes interested in excelling in their sport while achieving a good academic record.

Ronald Cassar looks at how the school has evolved since its birth and listens to the success stories of its students.

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EDUCATION

PHOTOS: JONATHAN BRIMMER

he National Sport School (NSS), the only dedicated national centre of excellence for sport on the island, provides young athletes with the opportunity to develop their sporting talents as part of their education.

“As the school vision statement states, the school was set up to be the leader in developing and training high-performance students to potentially become professional athletes of international standing,” says George Micallef, the acting head of school.

“However, the school also safeguards the students’ interests in completing their secondary education and pursue a second career alongside their development in their chosen field of sport.

“It is Malta’s first school to look for sporting excellence within a dual career path – best of breed if you like.”

The Pembroke school connects sports and academic studies by offering a flexible academic environment which is customised to the students’ sporting demands.

The coed school also has its own uniform and sportswear, transport arrangements and educational resources. It is fully supported by the government.

The NSS regularly supports its athletes in competitions abroad.

Presently, four of its students/athletes are pursuing their studies overseas while playing for foreign teams.

Several others have gone for trials abroad while at least two of their recently graduated fifth formers are planning to continue their studies in foreign countries.

The school also participates and wins funding for Erasmus+ programmes which enables its students to go on regular exchange trips to places like Finland and Cyprus.

In fact, next year will see Malta, via the NSS, hosting such an exchange with a specific theme related to the planning of student/athletes’ transitions.

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Attending the school at present are 217 students aged between 11 and 15 and who specialise in one of 16 sports disciplines.

Students follow a balanced curriculum of academic studies together with a focus on the sport they specialise in. The coaching they receive during the school day is carefully built around their other subjects.

Mr Micallef says that great care is taken to provide pupils with every opportunity to maximise not only their sporting but also their academic potential.

“The school offers a full educational studies package in addition to it being ‘sports day, every day’ for all those attending.

“Every day they play their favourite sport and every day they get that little bit better. One day they might even represent their country. At least that is the plan.”

This is achieved by operating for a few longer hours than most local schools.

“We focus on the right areas at the right time and perhaps, more importantly, having very good educators, the best coaches and excellent professionals aiding students for the challenges ahead,” says Mr Micallef, who adds that he is very pleased with the way the school has developed.

“We have adopted a motto of ‘best practice over best effort’ which enables us, through research, innovation and good old-fashioned hard work to deliver a first-class educational opportunity.”

The school has now completed a whole cycle – from Form 1 through to Form 5 – with the first cohorts graduating this summer.

“We are very pleased with our first set of SEC results and view these results as a ‘kite mark’ for the school. From the numerous meetings and parents’ activities we run throughout the scholastic year, we hear only good things,” claims Mr Micallef.

CHiLD SEPTEMBER 2017 13

EDUCATION

Since the school opened in 2012, a total of 262 students have walked through its doors. These include 46 new students who enrolled in July and who will commence their new scholastic year this month.

Entry into the school is by selection, explains Mr Micallef. Talented young athletes who are in the final year of primary school or in their second year at secondary school can apply.

All prospective candidates must sit for the end of primary national benchmark examinations, in the case of Year 6 students, and the NSS entry core subjects exams in the case of Form 2 students.

“Special attention is always taken to ensure that the development of students is not compromised. It is quality over quantity, thus there is a focus on the select few,” remarks Mr Micallef.

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“It is fun and hard work all bundled into one and we expect discipline, commitment, respect and results”

The final selection process for those shortlisted carries three elements – 60 per cent weighing on sporting ability, 30 per cent on academic competence and 10 per cent on an interview with the applicants and their parents or guardians.

By far, the most significant factor is sporting ability, says Mr Micallef. The school supports around 20 sporting disciplines and therefore relies on Malta’s national sporting bodies (associations and federations) for its selection, coaching and talent identification.

Each sporting body agrees on preestablished criteria for the trials/selection process. Thereafter, sports assessments are held and the national sporting bodies recommend only their very best young stars.

The school also looks for educational competence – “not necessarily excellence but definitely competence,” says Mr Micallef.

“We are preparing our children for a dual career path and the realities are – even if all the parents think their offspring are the next Messi or Bolt – that the vast majority of our graduates will not play for Barcelona or win gold at the Olympics and will have to get a paying job when they leave education.

“The school receives up to 150 serious applications for each new annual intake. Of those, we can only accept 40 per year for first year entry.

“Some expect it to be a sports-only establishment, so they are quite shocked when we tell them our story.

Some others are worried that with a focus on sports, their educational

EDUCATION

standards will drop. But, with a five-year track record, most students have done their homework (pun intended) and know before they apply just what the school is all about.

“What they understand 100 per cent is that it is fun and hard work all bundled into one and that we expect discipline, commitment, respect and results.

“So the bar is set understandably high for this once-in-a-lifetime stepping stone to success.”

TESTIMONIALS FROM PARENTS

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Az zop ardi

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Stuart Azzopardi, father of Mya Azzopardi “Our dilemma as parents was whether moving Mya to the National Sport School to y help her M follow her sports dream would affect her academic performance.

“Were we doing the right decision for her future, knowing the local context whereby sports will seldom give you a living?

“But the desire to succeed in swimming was too big for her, so we took the ‘risk’ and lO bliss it was. ko h “There is balance between academics and sport, with the school pushing to excel in both without any half measures and raising bars where necessary, providing qualified personnel, teachers,

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psychologists, nutritionists... whatever decision I could ever take for the it takes. education of my son.

“Individuals are treated and “During these five years, my son grew addressed as individuals. Their up holistically; he was always academic needs are catered for in encouraged to give his best and to go whatever way necessary… by changing beyond his comfort zone. timetables, adding tutorials and more...

“The school works as a community to This progressive, dual career vision, really develop responsibility, sensitivity much advocated by the school and resourcefulness in the students – management, is surely leaving its fruits factors that will definitely in Mya’s case (and not only). come in handy if they “This season alone she not want to pursue only managed an their dual “Every unprecedented 20 career day they play national swimming path.” their favourite sport records between and every day they get senior and junior (U16) at only 14 years that little bit better. of age. But, most One day they might remarkably, she even represent nailed excellent their country. academic results, At least that beyond any of our is the expectations due to the plan” extracurricular training hours as well as 10 overseas competitions she had with the national swimming team.

“This school is surely a haven for the student/athlete and parents alike ue whereby the a balance between sports re b and academics is achieved. Maintaining aspirations high in both fields is no longer a dream but a tangible reality for Josward Xuereb, those who manage father of Sara Xuereb to make it “The motto of the National Sport School through the ‘nothing but the best’ says it all. The tough intake dedication of the teaching staff and process.” coaches of the school is impressive. The school facilities are state-of-the-art and Marvic Okoh, parents are given the opportunity mother of to contribute towards the success of Samuel Okoh this school.

“I still remember “The very positive results being vividly the first achieved by several students/athletes is meeting we had at proof of this success. During the past school and how unsure I five years, my daughter was given the was about whether to enrol my opportunity to excel both academically son there or not. and in her sport, ten-pin bowling, “We chose blindfolded as it was still thanks to all the staff, coaches and the a new school but it was the best NSS family.”

CHiLD SEPTEMBER 2017 15

EDUCATION

Isaac Spiteri (basketball) “My time at the NSS was simply amazing, pity it went by in the blink of an eye. I must admit life was not always easy juggling with the challenges of academic studies and the sporting endeavours.

“But at the NSS I found so much support from my teachers, professionals and, above all, the school administration.

This helped me to address time management issues and grow into a committed and focused student/ athlete. I am eternally grateful for this unique experience.”

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ul Ell n Chloe An

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Spiteri

STUDENTS HAVE THEIR SAY

Chloe Ann Ellul (football) “I was so excited from the very moment I got to know about the possibility of joining the National Sport School, back in July 2012. I still recall the football trials and interview we were called for to be part of the then–new dual career project.

“I cherish so many memories made throughout the five years I spent at this school. We have been exposed to so many experiences and opportunities which have helped us to develop holistically and grow into mature students/athletes who can cope with the challenges of a dual career.

“Towards the end of my final months at NSS, I even participated in an Erasmus+ project, volunteering in school sport. We visited countries such as Hungary, France and Croatia to meet up with other foreign students/athletes.

“I am so grateful to all the teaching staff and the school administration for these wonderful five years. This school will always have a special place in my heart.”

For more information about the school, visit nss.skola.edu.mt or send an e-mail to skolanazzjonalisport@gmail.com or scc.standrews.nss@ilearn.edu.mt.

PROJECTS

School Gozo College Middle a valley. students foraging in

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T N I R P T FOO

L A B O L G R U O Y WHAT IS Students across Malta and Gozo are being taught about the local and global, social and environmental impact of the food choices we make. Stephanie Fsadni learns about the We Eat Responsibly project. ave you ever considered where your food is coming from, how it is produced or how much food you consume and waste on a daily basis?

Such considerations would probably lead you to make better choices for your own health and for the planet’s benefit.

This is the aim of a European Commission – European Year for Development 2015 project which is being implemented across schools in Malta and Gozo.

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The We Eat Responsibly initiative, which kicked off on February 1, 2015, and will finish on January 31, 2018, forms part of the DEAR project – Development Education and Awareness Raising, with the lead organisation being Glopolis from the Czech Republic. This NGO started the project and invited other NGOs from the Eco-Schools network to get involved. Locally, EcoSchools is represented by Nature Trust – FEE Malta.

“The project aims to develop critical thinking, knowledge, skills and attitudes to enable young students to become

global citizens challenging themselves to adopt new food behaviour patterns,” says Cynthia Caruana, the local project coordinator.

Eating responsibly means considering the local and global, social and environmental impact of the food choices each one of us makes. This goes beyond choosing food products based on their nutritional value.

“Responsible eating involves the consideration of the impact that your food has on people and on the environment and not just from a local perspective but, also, from a global one,” continues Ms Caruana.

“For this to happen, we have to question the method of food production, what is in it, methods of transportation and distribution and, also at the consumption level, whether it is distributed fairly and if any of it is wasted.”

PROJECTS Birżebbuġa St Benedict College rning cooking skills.

Primary students lea

Students presenting a hamper of products they made to Presid ent Marie-Louise Coleiro Preca in July.

Photo: tufign o

It is a known fact that one-third of the food produced is wasted.

“This is not only a local issue but a global one and we have to all come together to bring about actions and solutions,” stresses Ms Caruana.

She gives the example of breakfast biscuits which usually contain unsustainable palm oil.

“Are we aware that for such a biscuit to be made, deforestation is taking place in places like Indonesia and Malaysia to make way for palm oil plantations, usually displacing local farmers and putting biodiversity to the brink of extinction,” she questions.

“Not to mention the large amounts of greenhouse gases that are emitted when the land is torched to make way for these monocultures who line the pockets of a few conglomerate businesses. All this shows us that we cannot consider this subject from just a local perspective… we need to be part of a global solution.”

The We Eat Responsibly project was divided in three cycles, with the last one to be concluded in January. Fourteen local schools participated in the pilot project in the first year, 10 of which continued the following year even without support funding.

Twenty-one new schools participated perspectives was simply amazing and in the second cycle, while eight schools such a pleasure to witness.” have already started working on the She mentions schools that set up project for the last cycle. Forty-three vegetable and herb gardens, collated schools in all have therefore benefitted special low-impact recipe booklets or from support funding. produced local products such as jams, “We will also give our support to any carob syrup, capers, olive oil and herbed of the schools that participated so far salt. A hamper with such products was and give more funding to presented to President Marieinterested schools as we Louise Coleiro when she wish the message of this awarded Green Flags to 34 project to be more Eco-Schools in July. ”Responsible widespread,” says Ms eating involves the One school made a consideration of the Caruana. fruit and vegetable impact that your food Implementing the calendar; other schools has on people and project in schools produced videos to on the could take the form of spread the message environment” a traditional class or an across as well as wrote outdoor activity, such as a articles for local newspapers visit to an organic farm or by and local council newsletters playing related games such as the and social media. There was also WER floor game – which was specifically participation in radio programmes and TV created for this project and which can productions such as Ghawdex Illum which be lended to schools to use, thus dedicated a programme to a project enhancing learning through play. done by one of the schools from Gozo.

“We tend to favour hands-on and Students from this school also ventured interactive learning as these are more outside its premises and foraged edible meaningful and long-lasting for the greens from a valley, which were later students,” points out Ms Caruana, who used in traditional recipes. is proud of the work carried out so far Another school started a vegeterian by the participating schools. “The fact canteen for its students and staff that many schools took different members.

CHiLD SEPTEMBER 2017 19

PROJECTS Learning was also carried out by the students who researched and set up exhibitions, while others adopted the eating responsibly theme in their school drama productions.

“The We Eat Responsibly project has been enthusiastically received as it brings a new perspective on food, which most schools had not yet investigated through the Eco-Schools programme. The fact that they continue working on this theme after one year gives us great satisfaction. Furthermore, in the beginning we thought the project would primarily appeal to students but it was very encouraging to see that we also gained teachers and parents’ interest as well.”

She adds that the project has brought increased awareness. For example, a large number of teachers and students were not aware of the unsustainable palm oil issue or that eating meat is so demanding on the earth’s resources.

“After awareness comes being critical of what food choices students make and the highest skill is for students to take action – either by making the right food choice or demanding more information or lobbying for better standards and more respectful choices," says Ms Caruana.

She comments that Malta is making progress in achieving the Sustainable Development Goals’ target, however, it is doing especially poorly on metrics for goal 12 – responsible consumption and production.

“We wish that what has been started with this project will continue among our young citizens and their families as well as all educators. Our health and the health of our planet truly matters.”

St Nicholas College Dingli Primary students learning to make the right food choices.

Think critically about your food choices All consumers are encouraged to consider the following: • What do I eat?

• Where is my food coming from?

• How was my food produced?

• How much food do I consume?

• How much food do I waste?

• What is the global impact of my food?

Recommendations from the We Eat Responsibly team: • Eat less but better and consume less processed food.

• Eat local, seasonal and organic if possible by developing trust with sustainable farmers and buying directly from them. Buying local and not imported food will help reduce food miles, which generate more greenhouse gases.

• Replace meat by plant-based foods more often; • Choose food whose production respects people and the planet, so for example, choose a fruit which is Fairtrade.

• Look for more diversity in your food.

• Watch out for palm oil.

• Stop food wastage.

All these considerations will help one become a more responsible consumer.

For more information about the We Eat Responisbly project, contact Cynthia Caruana on cynthia.caruana.2@ilearn.edu.mt. One may also visit the local Facebook page of the project, Nieklu b’Responsabbiltà – We Eat Responsibly, the international page We Eat Responsibly or the website www.weeatresponsibly.eu. For more information about EkoSkola, visit www.ekoskola.org.mt.

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St Ignatius College Żebbuġ Primary students performing at an event for the school and the community.

PRojEcTS Laura Vicuna students learning through play by using the We Eat Responsibly project floor game.

The seven-step Eco-Schools methodology

Eco-Schools committee: The seven-step Eco-Schools methodology starts with the establishing of the student committee, which is a means to empower students and make their voices heard.

Environmental review: The committee leads an audit (questionnaire and/or review of canteen, school lunches and food preparation and consumption outside school).

Action plan: When the results are in, the committee analyses and discusses the results obtained, which then leads to the formulation of an action plan (usually for a whole scholastic year). Following approval of the action plan, the students start putting plans in motion.

Curriculum links: For their actions to be successful, the themes of these planned actions need to be communicated to all the teaching staff so that the whole school can support with curriculum links.

Monitoring and evaluation: Throughout the project, the committee continuously checks progress made.

Resulting from the actions taken, discussions, reviews and changes to the oriÄĄinal plans may be made according to the circumstances and to obtain the best results possible.

Informing and involving: A public school event is necessary to help disseminate the message as regards sustainable food consumtpion, hence informing and involving the whole school community, families and relatives of students and staff and, if possible, also the people in the surrunding locality and all those interested.

Eco-code: A food code, similar to a mission statement for the school’s involvement in the project, is created.

This can be in the form of a song, an acrostic poem, a poster, motto or a drawing.

St Clare College San Ä wann Primary students happily making way for a school garden and (below) taking an active part in relaying the message.

cHiLD SEPTEMBER 2017 21

BABY STOP CRYING? f your baby is constantly crying, one of the possible reasons it that he or she might have colic. Colic is fluctuating pain in the abdomen caused by intestinal gas or obstruction in the intestines and is suffered especially in early infancy.

It is a common condition and carries on until the baby is about three to four months old.

Even though the baby may scream for all they are worth, colic is not dangerous or harmful. But how can you be sure that your baby has colic?

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Here are some tips to know whether the cause might be colic: • If your baby starts crying suddenly, the cry is high pitched and nothing you do seems to help; • The crying begins at the same time each day, often in the afternoon or evening and can last for minutes or hours; • Your baby might draw their legs up when they cry and their tummy might look swollen; • Your baby might clench their hands and your baby’s face might flush; • The crying often winds down when your baby is exhausted or when they have passed wind or a stool.

Babies with colic are not ill and there are always things you can do for them, such as: • Buy special teats designed to prevent air from getting into the feed; • Hold your baby in an upright position to help any wind to pass; • Make sure that the hole in the teat is not too large.

Things not to do are to: • Feed your baby too quickly; • Give your baby herbal treatment or soya based formulas before checking with your doctor.

Remember that your baby should be over colic by the time he is four or five months old. Meanwhile, try not to worry as long as your baby eats well and normally gains weight.

Treatments are also available at the pharmacy. One of these is Infacol, which contains the active ingredient Simeticone and is given to babies to relieve griping pain, infant colic or wind due to trapped air. It is an anti-flatulent which means that it helps bring up wind or air trapped in the tummy. It can be given from birth onwards.

For more information, refer to the full summary of product characteristics or visit www.actavis.com.mt.

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TOP TIPS

Smart ways to get your child ready for the first day of school The first day of school can be daunting for even the boldest child and getting ready for that big day can be difficult for parents as well. Whether you are the parent of a five-year-old getting ready for the first day of kindergarten or an older child with worries about returning to school, there are things you can do now to ease the transition and reduce the stress.

24 CHiLD SEPTEMBER 2017

TOP TIPS

From adjusting their biological clock to shopping smart for school supplies, there are plenty of things you can do to make the first day of school easier for your child. Here are some smart tips you can use right now, even before school starts.

Reset your child’s biological clock with an earlier bedtime and wake time. Summertime is a time to sleep in and stay up late but, with the start of school on the horizon, it is time to reset that internal clock.

Encourage your child to talk about their “With fears and worries the start of about the first day of school on the school. Urge your child horizon, it is time to share, then counter with the good things to reset that about the new school internal year, like seeing old clock” Reserve a folder for school newsletters and friends again and meeting other important paperwork. Having that their new teachers.

Start the school clock a information at hand will make your life, and week early by scheduling time for your child’s life, easier.

Start a tradition by getting ready the night waking, learning, homework and bedtime. You before. You can pack your child’s lunch and can play the role of teacher by reading to your child have it waiting in the fridge, check your child’s and getting them into the school day routine.

If your child is just entering kindergarten, try to homework and put it in the backpack and make any schedule a meeting with their teacher and a other needed preparations. When morning comes, tour of the school. It will make your child feel you can just grab what you need and go.

Talk to your child about their first school better and make the first day of school less experience and be ready to listen and frightening.

You can also contact the other parents and empathise but resist the urge to solve schedule play dates with their children. Your every little problem or intervene in every dispute. Part child can meet their new school mates, make of going to school is learning to develop connections and feel more comfortable when the first independence and resilience. day of school arrives.

Check the supplies your child will need for the The first day of school should be the start of an first day of class. Being prepared will make your exciting new adventure, not a source of undue stress. child feel more comfortable and confident on Being prepared for the big transition can make a the first day of school. world of difference and allow parents and their Ensure that your child has all the required children to relax and actually enjoy the start of the new immunisations and vaccinations. school year.

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CHiLD SEPTEMBER 2017 25

think understand AND THEN LEARN! at st edward’s College we meld international best practices with traditional values and beautiful surroundings.

By Nollaig Mac an Bhaird

i have placed our mission statement at the beginning of this article because many of you will want to know what we truly believe in at st edward’s. this mission statement is not simply a catch phrase, a cute sound-bite, it is what we strive for for our students. it is what we aim for for all of our students.

at this point in the summer break the thoughts of many are turning to the ‘return to school’. this might be a new school or for the majority, a new classroom, new teacher and new friends. there are several emotions that spring up in most parents.

Looming large is anxiety. Particularly those going through it for the first time with an eldest child. You want to support your child but may be unsure of what to do.

a little anxiety is natural but parents should be careful not to exacerbate this by piling on your own worries. there is often a knock-on effect for the whole family when a child moves from primary to secondary school or to a new year group. Children will pick-up on a parent’s mood or uneasiness. as a parent, avoid leading questions such as “you must have been terribly nervous/excited/stressed...?” if your own first day was negative, do not try to relive it with your child.

Listen to your child and where possible provide reassurance. all teachers at st edward’s are professionals with either many years of experience or have received training and guidance in managing children in these new situations – listen to their advice and rest assured that their professionalism will result in your child being guided through the situation.

as one teacher put it when speaking about young students going into a new school: “it is one of the first times you are going to have your beautiful child going into a situation that you can’t really control.” at seC we have a great team, experienced and, more importantly, a group of teachers who truly and honestly Care for their students. st edward’s College first opened its doors in 1929 and offers courses in international (iBdP and iGCse) and local (seC, ‘O’ level) courses. From the early years to sixth form, we are very fortunate to be able to ‘cross fertilise’ the best teaching practices from both areas.

“At St Edward’s College we strive to create exemplary citizens in this increasingly globalised and technological world, placing strong emphasis on character formation, genuine intercultural understanding and leadership skills which will assist them to contribute to the well-being of society”

opinion of what should be taught and how it should be taught. in the past, for many of us, it was a question of listening to the teacher and “parroting” back what was said. today, the reference point for many parents is the education you yourself had or perhaps the education that your children are currently experiencing. this type of education from days, not so long gone by, suited the world that we currently live in.

Most parents are successful in the jobs they currently hold and this success was largely based on learning knowledge and passing an examination. however, in most current employments, a person is asked to bring together knowledge and skills from several areas acquired over

time. selecting the appropriate and relevant information is a skill that can be taught in school. Making the connections between different subjects, realising that information or techniques taught in one area can be used in another is paramount for tomorrow’s world. the connection between physics and maths is an obvious one, between sciences and geography (water cycle, evaporation, heat transfer) is another, or between paragraph writing and text analysis in english and another language is yet another example. it seems obvious yet students will (do) struggle to make these connections. too often they are of the mindset that what is learned in one area stays there! in the real world, most matters will require the need to manage a situation by pulling together information from disparate subjects. People who can see the connections needed to resolve a problem will do just that – observe, gather and select the relevant information. at seC, while we continue to have the traditional set-up for a school, we recognise that transferrable knowledge or perhaps the ability to recognise this, is essential to the preparation of the student and eventual success of the student in the present day.

While recognising the importance of external examinations, we are also cognisant of our responsibility of fulfilling our mission statement.

What has been clear to educators for some time now is the need to have students aware that they have a part to play in their own learning; the sooner a student takes on responsibility for his/her own learning, the greater the chance of success. in many ways, ours is a peculiar profession. almost everyone has an

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schools need to focus not on what is needed now but what will be needed in the future. this will take courage on the part of the school and trust, in the dedication and professionalism of teachers, on the part of parents.

When good teaching occurs, students will pipe up in class “Oh, yeah we learned how to do this in...”. Before the start of the coming academic year, teachers at st edwards will continue training on ‘cultures of thinking’ and ‘visible thinking’. this is part of the ongoing professional development that all staff members are now involved in.

We recognise and support proactively in-service training at seC. after all, it is the interaction between the teacher and your child that will make the difference between a successful outcome or not. teachers are the key to any successful education and, at st edward’s, training for teachers in best practices is paramount. We acknowledge and pursue the need for ourselves to be “lifelong learners”.

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Bringing about a cultural change in a traditional organisation like a school requires trust and confidence in the professionals in that organisation.

Many parents are reticent to see change in such an important area as their child’s education as it is moving into unchartered waters – “the ‘old ways’ were good for me so must be good for my child’. at seC we have a good idea of what will be needed for tomorrow and are implementing the methodologies to ensure that students receive the training for just that. While knowledge, raw knowledge, will always be needed, it is abundantly apparent that the need for students to be able to be critical thinkers, analytical individuals who can observe, gather the relevant information and manage data is paramount to the success of the individual. at st edward’s, we emphasise the need not to simply “learn” but to

“think, understand and then learn”. in the past, it may have sufficed to learn, perhaps several formulae or poems, in the hope that one of these would appear (or a close version) on the exam paper. at seC our aim at all levels and subjects is to make students aware of ‘transferable skills’ and knowledge. due to the very nature of how schools are organised (a vestige of the industrial revolution in europe so well and entertainingly explained by sir k. robinson in a ted talk which can be found on Youtube, Ken Robinson – Changing Educational Paradigms) from timetables to classrooms, we almost place barriers allowing students to see the connectivity of learning. at seC, in all classes and year groups, we train students in understanding the connectivity of skills and knowledge. application of skills transferred from one area (subject) to another, visualising the connections, will make for stronger and more aware students – more aware in their academics and also more aware on how they can become “exemplary citizens with leadership skills”.

Nollaig Mac an Bhaird is the headmaster of st edward’s College.

HEAlTH

Keeping an eye on your child’s vision Detecting eye problems at an early age is crucial to prevent vision complications, says orthoptist Celine Pace.

developing (up to about the age of seven or eight.)

According to the American Optometric association, five to 10 per cent of preschoolers and 25 per cent of school-aged children have vision problems that can cause permanent sight loss if left untreated.

Physical symptoms such as misaligned eyes, poor arents may wonder if their child has an eye tracking, eyes that flutter or shake, cloudy eye problem or when they should pupils, bulging eyes, asymmetrical pupil sizes or schedule their first eye test. Neweyelids are all signs of visual problems a “Changes born babies have their eyes parent should look out for. in your child’s screened by paediatricians shortly after birth Other symptoms such as chronic tearing, behaviour could and again as part of their routine health and redness, swelling, squinting and frequent also be an development review at the Well-Baby clinic. eye rubbing are also telling signs of indication However, their first thorough eye check visual troubles. of visual should be at three years of age and again Changes in your child’s behaviour could difficulties” at around five to six years, just before entering also be an indication of visual difficulties. first grade. Of course, if at any age, you notice For instance, complaining of frequent your child’s eyes changing in any way or if you noheadaches, sitting close to the TV set, poor handtice any unusual signs or symptoms, seek advice. eye coordination or being unusually clumsy are a few Early identification and intervention of a child’s vision indicators. Children with developmental delay should also problem is crucial, particularly while their visual system is still be monitored.

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CHilD SEPTEMBER 2017 33

HEAlTH Vision problems may have a significant impact on a child’s development and education; for example, a child who is unable to see print or a whiteboard can become easily frustrated, leading to poor academic performance. Vision loss can cause lifelong disability and can also limit the kind of job your child might pursue as an adult.

Some of the most common eye diseases in children include: • lazy eye (amblyopia) is a condition in which the vision in one eye is decreased. This condition is one of the hardest to detect because the child is not aware vision is compromised. If left untreated, the brain starts to ignore the image coming from the weaker eye and stops developing the nerve A doctor performing a connections leading to it. By the age of strabismus check-up. nine, the vision loss in the weaker eye becomes permanent. However, if diagnosed early enough, the condition is reversible and the vision would be saved. It is most Specifics of how your child’s eyes are examined depend on commonly corrected with glasses and eye patching to the child’s age and communication abilities. Your child does strengthen the weaker eye. not need to know the alphabet in order to undergo an eye • Misalignment of the eye (strabismus) happens when an eye test. Objective techniques are used on non-verbal or drifts or appears crossed in respect to the other eye. This shy children. may be seen all the time or intermittently. Occasionally the Usually, a check-up will include a case history, vision testing, child might tilt his/her head to align their eyes. This determination of whether any glasses are needed, testing of condition affects three to five per cent of children. It is eye alignment and eye health evaluation. Occasionally, the usually corrected with glasses, eye exercises and/or practitioner will need to put drops in your child’s eye to widen occasionally surgery. their pupils in order to examine their eyes more thoroughly.

• Short-sightedness (myopia) is when distant objects are In conclusion, it is highly recommended that every child has blurred and near ones are seen clearly. their first thorough eye test in their preschool years in order • long-sightedness (hyperopia) is when distant objects are to identify any visual problems early and obtain the best clear and near ones blurred. possible visual outcome. If you have any concerns or are in • Droopy eye (ptosis) occurs when a drooping eyelid blocks any doubt, make an appointment with an eye specialist to put a child’s vision, affecting the eyes’ normal development. your mind at rest.

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

What properties should diapers have?

Answers, including your name, surname, telephone number and e-mail address, are to be sent to Pemix Competition, Child Magazine, Times of Malta, Triq l-Intornjatur, Mrieħel, BKR 3000, until the end of September. The winner will be announced in the next issue of Child, out in November. The winner of the last issue is Doris Baldacchino.

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

34 CHilD SEPTEMBER 2017

PETS

A CHILD’S BEST FRIEND

Andrea Borg feeding one of the residents of the Petting Farm in Ta’ Qali.

Numerous studies suggest that animals can help foster well-being and contentment.

Stroking a cat can help lower blood pressure, for example. And there is no denying that a bouncy puppy or fluffy rabbit can change one’s mood from bad to good in two seconds flat. But can they do more than simply raise a smile? Coryse Borg finds out. am a firm believer in the words of writer Anatole France, who said: “Until one has loved an animal, a part of one’s soul remains unawakened.”

I have always been an animal lover and have had pets all my life. They were friendly, furry faces to cuddle up to after a hard day’s work. They were there for me in times of loneliness, sadness and

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stress… and when I was at my happiest.

Animals do not judge; they are just there for you and, yes, they make you feel better.

In the US and UK, animals are often allowed into children’s wards in hospitals to help children feel less frightened and make the atmosphere feel less threatening. Horses are used to help children with autism too.

In these two countries, therapy dogs are used to help children improve their reading.

A news feature about children aged between six and 15 reading to shelter animals in Missouri made the rounds on Facebook earlier this year. This project was not only helpful to the animals, which became calmer around humans as a result, but also proved to be CHiLD SEPTEMBER 2017 37

PETS

Studies have found that animals help improve children’s social skills, empathy, autonomy and self-confidence.

beneficial to the children as it helped them develop empathy.

Not many people know that Sigmund Freud himself was one of the first psychoanalysts to practise animal therapy. He used to take one of his dogs, a chow named Jo-Fi, to his therapy sessions. If the patient was calm, the dog would sit next to him but, if the patient was tense, she would sit on the other side of the room. Freud also realised that children and adolescents were more willing to talk openly when the dog was in the room, even as regards painful issues.

On the same lines, psychologist Boris Levinson realised in the 1960s that when he had his dog Jingles with him during therapy sessions, children were more communicative and at ease.

Since then, studies have shown that animals in general help children fare better educationally and in forming new relationships with peers. Children with special needs and impairments such as cerebral palsy, autism spectrum disorder and conduct disorder have also been found to benefit from animal-assisted therapies and improve not only physically but also socially and emotionally.

38 CHiLD SEPTEMBER 2017

Why is this?

Seeking answers, I traipsed off to the Petting Farm in Ta’ Qali with my eightyear-old son Andrea – a place we have visited many times in the past. But this time we were meeting technical officer Norbert Testa, who has been involved with the petting farm since it opened in December 2012. He was our guide for the day.

“Here we get children of all ages enjoying their time with the animals,” he said. “We’re busiest during school holidays and weekends; however, we experience a surge in visitors every day when schools close for the day, at about 2pm, when many children come to see us with their parents or grandparents.

The Petting Farm is pushchair and wheelchair accessible and we have also had animal therapy sessions here for children with disabilities.”

One child in particular seems to have struck a chord with Mr Testa.

“Her school had arranged for her to come over and spend time with the animals. It helped her a lot.

When she first arrived, she would barely talk. As the time passed, she started being more sociable, self-

“Dogs don’t give mixed signals. They are simply beautiful animals and, for someone with difficulties in social communication, they are the perfect friend”

PETS

confident and talkative. Her parents actually came to thank us and she still comes to visit us sometimes,” he said with a huge smile.

As we walked around, Andrea gazed in wonderment at the animals and birds on display – from sheep and goats to

chickens, fish and budgies.

We were fortunate enough to watch a peacock unfurl its magnificent feathers to show off in front of his lady.

We also came across rabbits located in

an area managed by the Malta Rabbit Club. Mr Testa explained that children are invited to pet the rabbits in a special enclosure during the weekends.

Stars of the show were undoubtedly Muriel the donkey, Haze the horse, Bliss the pony and Gaia the llama. Andrea had a great time feeding the sheep and goats with food specially provided by the Petting Farm for a small fee.

“I have noticed that the first time a child visits, he or she will probably be a bit scared. Then when the parent feeds the animal and encourages the child to do the same, they do so. When the children manage to get over the fear, they are immediately happy,” said Mr Testa.

Antonella Grasso and Sarah Vella, whose Master of Arts dissertations dealt with animal-assisted therapy, both state that therapy animals – which are trained and are always in the presence of a handler – can be very helpful in the counselling setting.

“They offer unconditional love, are non-judgemental, create a safe environment and aid the counsellor to build trust and good rapport. Therapy animals also help with reducing anxiety and loneliness and develop a number of skills – such as teaching the therapy animal a new trick – in turn leaving the child feeling competent,” Ms Grasso says.

Ms Vella concurs: “I have always believed that animals can have amazing therapeutic effects on children. I came to this conclusion after we brought our

first puppy home and realised that our family had grown closer once she was there… we eventually brought home two more! I believe that the gentle nature of certain animals such as dogs and horses – even dolphins – helps create a safe environment for children where they don’t feel judged or intimidated.”

Therapy animals can act as a link/connection between the child and the counsellor, as it is thought that children – especially the younger ones – might be more comfortable transferring their feelings on to the animal rather than directly talking to the counsellor.

Indirect interviewing through a therapy animal can be a convenient method to do this. For example: “Lola the dog wants to know what your favourite colour is.”

It was while she was working and living with packs of dogs in India and Thailand that drama therapist and teacher Natalia Bates decided to combine her teaching and therapeutic qualifications in order to provide intervention using her own dogs.

Her project, Dogs for Development CIC, has been in operation in the UK for over a year now and it was recently granted £50,000 from the National Lottery in order to expand the Transforming Young Lives programme (canine-assisted therapy and autism).

“Studies have suggested that stroking a dog or another animal releases the ‘happy hormone’ – serotonin. I have seen the benefit CHiLD SEPTEMBER 2017 39

PETS contact with animals can have on the children I work with. They enjoy interacting with the dogs because they consistently respond in a positive way,” she says.

Ms Bates explains that many of the children she works with have autism and this can cause a range of difficulties for young “Animals children, including a teach children feeling of social about empathy and isolation and a lack of confidence. morality, and help to “Working with the develop children’s dogs, instructing ability to them and then doing as they ask is truly is currently studying nurture” empowering for children! animal behaviour and Dogs don’t give mixed animal psychology, says signals. They are simply beautiful that simple pet ownership animals and, for someone with also helps. difficulties in social communication, “Children learn important lessons they are the perfect friend,” she says. from their pets from an early age, as far It is not only therapy animals that can as what it means to be alive and how help children come out of their shells. life forms grow, reproduce and die,” Animal groomer Nicole Cuschieri, who she says.

Studies have shown that children develop strong emotional ties to their pets which allows them to derive emotional support in times of stress.

“Studies have shown that children develop strong emotional ties to their pets which allows them to derive emotional support in times of stress.

And, finally, animals teach children about empathy and morality, and help to develop children’s ability to nurture.”

So, if you are thinking of getting your child a pet… now is the right time. What are you waiting for?

THE POWER OF

Dance

While some may see dance as a hobby, its benefits can have a life-long impact on those who practise it. Marisha Bonnici, the artistic director of Seed Dance Studios, explains just how dance could revolutionise your child’s life.

arisha Bonnici has been interested in teaching dance since she was 14 years old. She is the only dance teacher in Malta who has taken a student all the way to the finals of the Youth America Grand Prix in New York – the world’s most prestigious dance competition that kick-started the careers of some of the planet’s most successful dancers, including Melissa Hamilton of The Royal Ballet and Denis Matvienko of the Bolshoi Ballet.

The ethos of her recently-opened school, Seed Dance Studios in Lija, is simple: “Our approach to the children’s

dance education is not only exambased but holistic. We want children who take up dance to truly get as much as they can from the experience, whether that’s securing a scholarship or simply having an outlet to perform and express themselves creatively,” Ms Bonnici says.

“As a faculty, in fact, we always take each student’s aims and abilities into consideration, and whether they want to practise dance as a hobby or as a future career, we look at giving them the space to grow outside of academia.”

Ms Bonnici, who was recently asked to be one of the four creatives to write the new syllabus for the national Visual and Performing Arts School, studied at KS Dance in Manchester, the UK, and returned to Malta nine years ago.

Following numerous years teaching alongside her mother, the famed dance teacher Mireille Coleiro, Ms Bonnici decided to open her own school.

Choosing quality over quantity, Seed Dance Studios offers lessons in classical ballet, modern dance, jazz, Spanish, lyrical jazz, contemporary, hip-hop and

The new scholastic year at Seed Dance Studios commences in October. For more information or to apply, visit the Seed Dance Studios Facebook page.

tap, with qualified dance teachers for every class and level.

“What subjects children decide to take up is completely up to them, however, we do look at their abilities and suggest changes whenever necessary. Nevertheless, dance is more than simply physical activity…

“It helps children with their posture and health, it aids students to manage their time better and it gives them a creative outlet away from desks and keyboards,” Ms Bonnici concludes.

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ARTS

42 CHiLD SEPTEMBER 2017

ARTs

WHEN WORDS FAIL ART LEADS THE WAY For some people, when words fail, art speaks. This is especially true for children who sit in for art therapy sessions, says Sarah Carabott.

avid*,10, built a volcano out of paper, cardboard and clay. For him, the volcano symbolised anger and he decided to make it explode during one of the therapy sessions.

Together with his therapist Noelle Camilleri, he prepared for the explosion by wearing appropriate clothing and finding a safe place that they could clean up afterwards.

The two then speculated on what would happen to the volcano when water was spilt over it. As predicted, the ‘volcano’ was not the same after the explosion.

Together with Ms Camilleri, David compared this to his own outbursts and how these could cause changes within himself and the people around him.

Through this experiment, he became more aware of the consequences of his outbursts and, as a result, adopted different coping strategies to control his anger.

As in David’s case, art therapy can improve a person’s physical, mental and emotional well-being through the creative process of making art.

“Art therapy provides a safe space where children [and adults) are encouraged to express their emotions freely through painting, drawing or modelling,” says Ms Camilleri, a registered art psychotherapist.

One of the main differences between art therapy and other forms of psychotherapy is that it does not require the use of words or language and can benefit those who struggle to express their feelings using words.

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“In the case of children, they are initially more likely to feel comfortable expressing themselves using colours and paints than they would feel expressing their feelings and emotions through words,” adds Ms Camilleri.

Art therapy does not require any artistic talent either.

“Rather than the aesthetic value of the produced art, it is the process that is important.”

The images produced by the children are seen as an extension of the client and a reflection of their emotions. In fact, the artwork is usually kept in a safe place by the therapist throughout the duration of the therapy.

Ms Camilleri does not diagnose the children or interpret their art “because it is up to the client to decide what their artwork means to them”.

“Rather than diagnosing, art therapy helps clients resolve their issues, develop or manage their behaviour and feelings, reduce stress and improve their self-esteem. It could also help them work through past trauma, increase insight into attachment patterns and change maladaptive behaviour.”

For art therapist Jeannette Fiott, there is no specific formula of what happens in an art therapy session, as the therapist attends to what is needed during that particular encounter.

“At times it is necessary to contain the child’s emotions while, at other times, the therapist needs to work on bringing to the surface suppressed emotions,” Ms Fiott says.

“Art therapy provides a safe space where children [and adults] are encouraged to express their emotions freely through painting, drawing or modelling”

CHiLD sEPTEMBER 2017 43

arts Most of the work with children is done on a pre-verbal emotional state, where one works on issues or experiences that the child cannot explain in words.

Ms Fiott notes that this kind of therapy could be used on various occasions, depending on the interests and expertise of the therapist. It is mostly used to heal emotional traumas, provide support to children, their siblings and family members and deal with psychological difficulties such as those experienced by children with aDHD, autism and anger issues, or others who suffered bullying and brain injury. as with other expressive therapy, adults could be more reluctant, or wary of such therapy, saying they are ‘not good at art’. Has Ms Fiott noticed this among children?

“Children are spontaneous and playful with art materials, they do not have accumulated traumas and repeated life patterns, so the pain is more raw and more difficult to describe verbally. “they are more open and natural in the process of art making – they do not try to mask their emotions, nor alter or distort reality. In most cases, children have less barriers and resistance to the healing process and the communication is closer to the emotional trauma,” she points out. so what is the difference between art classes and art therapy? “art classes are based on teaching the theoretical aspects of doing art – bringing out artistic quality and talent. art therapy is not interested in techniques or stateof-the art paintings but rather communication that is non-verbal and in a symbol form,” Ms Fiott says. so while the art teacher guides the student throughout the learning process, the art therapist is ‘guided’ by the child and she or he understands and experiences the child’s pain through their produced artwork.

“Children are spontaneous and playful with art materials, they do not have accumulated traumas and repeated life patterns, so the pain is more raw and more difficult to describe verbally”

*The name of the child has been changed. The volcano images have been reproduced with the parents’ consent.

Parents interested in art therapy can find more information about the Creative Arts Therapies Society (known as CATS), which is a non-profitmaking organisation that aims to promote, represent and safeguard the practice of the creative arts therapies in Malta (art, dance, drama, movement and music), on www.catsmalta.org or send an e-mail to info@catsmalta.org.

44 CHiLD sEPtEMBEr 2017

A child compared an art experiment – in which water was spilt over a volcano made out of paper, cardboard and clay – to his own outbursts and how these could cause changes within himself and the people around him.

ARTS

HOW DOES IT WORK? • By creating a collage with different types of textures and colours, a child with sensory issues could be introduced to sensory objects in a safe environment.

• Making puppets with recycled materials and using them to act out scenes that make the child upset is a way of dealing with emotional issues.

• Words often fail young children when they want to explain how they feel. Drawing different feelings and talking about when they experience each one could help them understand what prompts that particular feeling.

• Presenting a child with a problem and having them draw visual solutions could help develop problem-solving skills and increase their positive behaviour.

• Making a clay representation of each family member and any other close relative or friend helps the therapist or the child understand the different roles and emotional networks within the family.

• Children start developing their self-esteem at a very young age. So, while introducing them to new art media might initially intimidate them, it could actually help them gain confidence in themselves as they would have acquired a new skill.

• Drawing shapes or any scene in the sand could be relaxing and could also help the child clear their mind.

CHiLD SEPTEMBER 2017 45

TOP TIPS

KEEPING THOSE GERMS AWAY Children develop their immune system as they grow up, so it’s no wonder that they get sick very easily as soon as they step into school.

“Children get sick at school because they share germs with each other,” says paediatrician Joseph Mizzi. “Toddlers who previously had little contact with other children tend to get sick very often in the first years because they have not yet developed antibodies against the different viruses in the community.”

He adds that most infections are, however, trivial.

“Children with colds and other minor viral infections need only to rest at home for a few days, be encouraged to drink and perhaps take paracetamol for fever or pain or saline spray to clear congested nostrils.

Antibiotics are definitely not needed.

“However, there are the occasional serious infections such as meningitis and septicaemia. Babies with fever and who look unwell should always be taken to the doctor. Parents should also seek medical advice if their child looks ill, irritable, breathless or lethargic.

“Parents know their children best and they should trust their instincts and act fast if they are worried that their child might be seriously ill.”

Vaccination is the best way to prevent many serious infections, including meningitis and whooping cough, says Dr Mizzi. It is also very effective to prevent or limit the spread of chickenpox and flu.

The national immunisation programme include vaccines that offer protection against diphtheria, tetanus, polio, whooping cough and Hib meningitis (the ‘five-in-one’ vaccine), mumps, measles and rubella (the MMR vaccine), and 46 CHiLD SEPTEMBER 2017

hepatitis B. These vaccinations are given free of charge at health centres and are completed by three years of age.

However, there other “important” vaccines that are only available in the private sector, remarks the paediatrician.

“These include the pneumococcal, two meningococcal vaccines (to protect against Men B and Men A, C, W and Y), and varicella (chickenpox). The Men B vaccine has recently become available in Malta; the others have been available for many years. It is high time that these vaccines are added to the national immunisation schedule, with priority given to the pneumococcal vaccine as recommended by WHO.” Dr Mizzi suggests the following simple measures to control the spreading of germs in class: • Parents should keep their children at home when they are sick with fever or if they have symptoms such as diarrhoea and vomiting.

• Children should be taught when and how to properly wash their hands, especially after using the bathroom.

• Children should also be taught to cover their mouth and nose with a tissue (and dispose of it immediately) when they cough or sneeze, or at least do so into the crook of the elbow, not the hands.

• Classrooms and bathrooms should be kept reasonably clean and well ventilated.

TEENAGERS

teenage angst Emotional changes in teens can result in mood swings, anxiety or, worse, lead to depression. Stephanie Fsadni learns to recognise the signs when not all is okay.

48 CHiLD SEPTEMBER 2017

TEENAGERS he teenage years are a delicate phase in life. It’s a time when your children start to change in multiple ways.

They no longer feel child-like and long to grow up but are not yet ready to take on the responsibility that comes with adulthood.

This revolution inside their mind and physicality is accompanied by emotional changes. Teens tend to present a vast array of emotional problems, most of which have to do with self-esteem and self-worth, body image issues, adjustment and identity as well as mood disorders such as anxiety and depression.

“These can obviously be secondary to other things going on in their life such as family discord, relationships or lack of relationships, bullying or not coping at school,” says counselling psychologist Stephanie Borg Bartolo.

She adds that mood swings are very common in this age group.

“Teenagers’ brains are still developing. Moreover, they are constantly negotiating and trying to adjust to an ever-changing world. They are no longer children but also not full grown adults. They shift from wanting to be one and the other,” Dr Borg Bartolo explains.

She says that it can be confusing to know what is age appropriate when one is a teenager, so they often look to peers for this information.

“They may, however, not like or accept the information they receive, which may lead to them feeling different or isolated, or such information may not be accepted by the parents which may then lead to family conflict.”

Teenagers’ bodies are also changing and sexuality is developing.

“A teenager’s feeling may be all over the place and this is difficult to manage,” Dr Borg Bartolo admits.

Modern stress factors may exacerbate the problem.

“With the huge impact that social media has had in recent years, we are now dealing with teenagers who are bombarded with negative messages,” she points out.

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“Before the advent of the internet and social media, one could still be affected by media but this would happen through television or a magazine. This is now also online.

“People can search for images of what they ‘think’ they should look like… they have a free encyclopaedia online at the touch of a button. With platforms like Facebook or Instagram, some teenagers associate their self-worth or beauty according to the amount of ‘likes’ they get on a picture or statement they post.”

“Anxiety is considered to be excessive worry about things that may happen in the future rather than an imminent threat happening in the here and now. Depression, on the other hand, would constitute more than just a low mood,” Dr Borg Bartolo points out.

“It would be linked to increased irritability, feelings of emptiness, lack of appetite and anhedonia, that is a lack of enjoyment of things that used to be enjoyed.”

Emotional problems can also manifest themselves physically – a

Some teenagers associate their self-worth or beauty according to the amount of ‘likes’ they get on a picture or statement they post.

“It can be confusing to know what is age appropriate when one is a teenager, so they often look to peers for this information” The psychologist says that, through social media, the bullying continues at home or when someone is trying to enjoy themselves, therefore, “for some teenagers the nightmare never stops”.

All these stress factors make teens feel anxious. Depression, however, is more serious.

condition that is called ‘somatisation’.

Dr Borg Bartolo gives the example of how anxiety can be experienced physically: through palpitations, sweaty palms, an upset stomach and breathlessness.

Other physical symptoms that are caused by emotional problems could be headaches, chronic fatigue and any other ailment which has no medical explanation.

Sometimes such emotional problems can lead to self-harm which, however, is not always linked to suicide.

“Many times, it is a child’s way of communicating that they are not ok,” says Dr Borg Bartolo. “At other times, it is their way of ‘handling’ their problems because they release their pain in a physical way and feel better in the short term but then, in the long term, they feel guilty and then they enter into a vicious cycle.”

CHiLD SEPTEMBER 2017 49

TEENAGERS

WHAT CAN PARENTS DO? It is paramount that, first and foremost, parents remember that they were once teenagers too, says Dr Borg Bartolo.

“The key behind a teenager’s tantrum or behaviour is communication: they are trying to tell you something.

“Try to read between the Try to keep the communication lines with your children as open as possible. lines, listen and do not trivialise what they are going through. As a parent, it may seem small and that the issue will soon pass… but for your child it may feel that this is the hardest thing they have ever faced.

“Try look beyond the behaviour and elicit the meaning behind it. Try to reach the emotion, even if they will never be able to verbalise this to you themselves. The Dr Borg Bartolo admits that it can be key to keeping an open communication hard to realise when what appears to with your child is to understand the be a ‘normal’ mood swing warrants meaning of things.” more attention.

Meanwhile, one should keep on the “I think that, in general, parents may lookout for changes in normal patterns get a feeling when things escalate, of behaviour. however, it is always good to check with “Has your child drastically reduced your child and check with them how his/her portions of food, has sleep they are feeling and whether this is changed? Are they withdrawing, not normal for them or not.” only from you but also from their She adds that one should try not to friends? Are they more irritable or upset panic but keep a watchful eye, than usual for long periods of time? communicate with the children and These are the basics. On a more serious offer outside support if it is something note, any signs of self-harm would the parent cannot handle and/or if the be a sign of being emotionally child prefers to talk to someone outside distressed. the family.

“All of these signs, especially self“If parents realise that a problem is harming, need to be handled with serious, they should first talk to the child caution rather than alarm and panic. Try and look at what may help. When in doubt, to understand what all of this means for if the symptoms are medical, one may wish your child and then discuss how you to speak to their GP as a first point of can be of help.” reference and to rule out anything medical.

“All we can do is listen, try not to judge, empathise and offer help when needed”

50 CHiLD SEPTEMBER 2017

“From then onwards, a referral can be made to a psychologist/ psychotherapist and/or psychiatrist depending on the need. If no medical symptoms arise and the issues seem to be getting worse, speaking to a mental health professional would help parents get a better idea of whether their child needs intervention or whether it is a normal part of being a teenager.”

Dr Borg Bartolo is adamant that having a good relationship with one’s child while keeping an open line of communication is one of the best ways in which parents can be of help during this possibly difficult period.

“Having a supportive family is one of the key factors that helps teenagers. As hard as it is, sometimes as parents we have to acknowledge that many times we cannot ‘fix’ things and make it ‘all go away’. All we can do is listen, try not to judge, empathise and offer help when needed,” she recommends.

If there is any particular topic related to teenagers which you would like to read about in Child, send your suggestions to child@timesofmalta.com.

PROMO

LITTLE

READING series of non-fiction reading books in Maltese has recently been launched by Merlin Publishers. These form part of a wider series called Tikka Qari, which covers reading in Maltese across primary years.

Chris Gruppetta, director of publishing at Merlin, says that the non-fiction titles, in particular, have generated “plenty of excitement” as non-fiction in Maltese for the young age group is “sorely lacking”.

He adds that such books can help entice children to read in Maltese.

“The sad truth is that many children find reading in Maltese boring,” he says. “It was therefore paramount to make the books in this new series fun, relatable and colourful. The language used is contemporary, as are the photography, illustrations and book design”.

Mr Gruppetta claims that the series is the first one in Maltese to have a carefully structured level progression.

“All Tikka Qari titles are carefully structured in terms not only of word count but also in choice of vocabulary, sentence structure and more. At the lower levels, much of the page is taken up by pictures.”

Clare Azzopardi and Rachel Portelli wrote the books after extensive research.

“Writing non-fiction at such a young reading level is very challenging,” says Ms Portelli. “The terminology that is often required by the subject matters could easily make the text top-heavy, so extra

A

care had to be taken to keep the text flowing, together with a lot of writing, editing and re-writing.”

Tikka Qari, which was conceived as a companion series to Tikka Malti (a Maltese language workbook series), mainly highlights typically Maltese realities.

Some books are more playful than others, for example, Ħaġa Moħġaġa introduces gentle quizzes and games, while others take readers through a typical day in the life of a craftsman or professional, as with bakers in Għand tal-Ħobż, firefighters in Insalvaw u Nipproteġu or beekeepers in Għand tan-Naħal.

In Is-Simar, which is aimed at the youngest, the authors felt it was appropriate to introduce a storyline and portray a visit to the nature reserve in Xemxija.

Among other titles, one finds Ħafna Ikel, which is about healthy nutrition and carries its message in a light and fun way.

Agħlaq Għajnejk tackles colours, but as seen through the Maltese prism: so red is featured in kunserva, yellow in sand and so on.

“It also subtly introduces the male and female words for the colours, as this is something that often trips up children who have been brought up to speak more English than Maltese,” points out Ms Portelli.

Among the favourites, according to Mr Gruppetta, is IlMarda tal-Plastik.

“It walks us through the daily life of a young family in two alternate realities. In one, they consume plastic as many of us, unfortunately, do without recycling. In the other, they’re aware of the damage to the environment and recycle much of their plastic or find alternatives. The hope is that such a read will help raise further awareness of the wastefulness of careless plastic use.”

The non-fiction titles in the Tikka Qari series are complemented by photography, while the fiction titles feature illustrations by Moira Zahra Scicluna.

CHiLD SEPTEMBER 2017 53

NEWS YOU CAN USE

PACKED WITH NUTRIENTS A healthy, balanced breakfast is very important for a child, especially during schooldays. Besides giving the child energy, a new study found that breakfast provides key nutrients. So despite the tight schedule, make sure you find the time for this early morning meal.

hildren who skip breakfast on a regular basis are likely to fall short for the day in getting all their recommended essential nutrients, a British study suggests.

Children who skipped breakfast every day were less likely to get enough iron, calcium, iodine and folate when compared to children who ate breakfast every day, the research team found.

“A greater proportion of those children who ate breakfast met their recommended intakes of these micronutrients compared to breakfast skippers,” co-authors Gerda Pot and Janine Coulthard of Kings College London said.

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Though older children were more likely to skip breakfast, the day’s nutrient shortfall was greater when younger children missed the morning meal.

“Our research indicated that although lower proportions of fourto 10-year-olds skipped breakfast regularly compared to 11- to 18year-olds, greater differences in micronutrient intakes were seen in the younger age group when comparing days on which they ate breakfast with days on which they skipped it. It may, therefore, be particularly important to ensure that this younger age group eats a healthy breakfast, either at home or at a school breakfast club.”

“One tactic would be to get children involved in making breakfast” “These findings suggest that eating breakfast could play an important role in ensuring that a child consumes enough of these key micronutrients,” Pot and Coulthard added.

54 CHiLD SEPTEMBER 2017

Researchers examined four-day food diaries for almost 1,700 children aged four to 18. The information was taken from a yearly national diet and nutrition survey between 2008 and 2012.

NEWS YOU CAN USE

A study found that children who had breakfast every day were more likely to get enough iron, calcium, iodine and folate, necessary for a child's healthy growth.

Breakfast was defined as consuming more than 100 calories between 6am and 9am.

Around 20 per cent of breakfast skippers were low on calcium and iodine, compared to roughly three per cent of children who ate breakfast, the researchers reported in the British Journal of Nutrition.

About seven of children who skipped breakfast were low in folate, compared to none in the groups that ate breakfast.

Fat intake went up when children skipped breakfast, researchers found.

Children who skipped breakfast did not seem to compensate by eating more calories later in the day. In fact, children who did not eat breakfast ended up eating the same number or fewer total calories as children who ate breakfast every day.

Making sure children eat breakfast appears to be more difficult in the older age group, who are possibly less receptive to parental supervision, Pot and Coulthard said. “One tactic would be to get children involved in making breakfast, maybe even preparing something the night before if time is short in the morning.�

CHiLD SEPTEMBER 2017 55

PRODUCTS & SERVICES

SHOPwINDOw Providing essential nutrients for your child Cerelac® Infant Cereals provide the essential nutrients an infant needs to support healthy growth and development. Cerelac® Infant Cereals provide infants who have small stomach capacity with nutrient dense foods, which are enriched with key vitamins and minerals, specially selected to reduce the risk of micro-nutrient deficiencies and thus promote healthy growth and development.

Babylino Sensitive Diapers Diapers are not only a daily baby care product but also a way of living in a friendly, safe and sensitive environment.

Certified by Oeko-Tex® Standard 100 for absence of harmful substances and embedding ‘Dry Matrix’ technology for extra absorbency, Babylino Sensitive diapers offer the quality and protection your baby’s needs.

For trade enquires, contact Pemix Distributors Ltd on 2143 7926.

Also visit www.facebook.com/Babylino.Malta/

Natural supplement OptiBac Probiotics For Babies & Children is a natural supplement containing live cultures, such as Bifidobacterium infantis Rosell-33.

The product contains three well-researched strains of natural bacteria, shown to improve immunity and reduce common childhood infections by 25 per cent.1 Each sachet contains three billion live cultures and FOS fibres. This natural supplement contains no added sugars, flavourings or colourings, and is suitable from birth and throughout pregnancy. OptiBac Probiotics For Babies & Children combines an optimal blend of L. acidophilus Rosell-52, B. bifidum Rosell-71 and B. infantis Rosell33, with prebiotic FOS. This specific combination is designed to support healthy intestinal flora, essential to maintaining the body’s natural defences.

1 Cazzola, M. et al (2010) Efficacy of a symbiotic supplementation in the prevention of common winter diseases in children: a randomised, double-blind, placebo-controlled pilot study. Ther. Adv. Respir. Dis.

56 CHiLD SEPTEMBER 2017

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.

Maternity yoga pants Comfortable clothes are essential during pregnancy. Maternity yoga pants at Mothercare are designed to give you ultimate comfort and are ideal for wearing around the house or for gentle exercise during and after your pregnancy. Made from stretchy fabric that is soft to touch, these yoga pants also have a wide waistband which is designed to fit comfortably over your bump or can be folded down to sit under your bump. Available in black, grey or navy. Currently there is an offer of one yoga pants for €20 or two for €30. Offer valid till stocks last. Mothercare is found in Sliema, Valletta, Birkirkara, Fgura and Gozo.

é s

PRODUCTS & SERVICES

Planning the ideal bedroom for your child Children will spend a considerable amount of time in their bedroom. Therefore, it is vital to create a comfortable environment, in which the child can play, relax and even work. When planning a new bedroom, it is essential to keep in mind that children grow rapidly and before you know it, your child will become a teenager. Because of this, creating a space that your child can grow into is of utmost importance. The three key ingredients for a successful child/teen’s bedroom is a storage, study space and a play/chill area. Bedrooms in most modern apartments are normally restricted in size. No matter the age of the child, having a sufficient amount of storage will always be an issue, be it for the toys and games of a child or the books and files of a teenager.

The Mundo Joven range offers various solutions on how to utilise and maximise the wall space available, using furniture such as corner wardrobes, bridge storage units, under bed storage and shelving units. The study area, even if comprising of just a desk, is a must in every child’s bedroom. Therefore, the desk must be designed in a way which makes the study area as comfortable as possible. The Mundo Joven catalogue includes a variety of different desks to suit all spaces. A playzone for young children, or a chilling area for the older teens, can be created by placing a small armchair in the room and a small unit for a TV/monitor and game console, creating a small living area for your child to enjoy alone or even with friends. In confined spaces, one can also use the divan bed as a seating area. Since every child is different, it is possible to completely personalise the room by using the wide range

of wood and solid colours Mundo Joven has to offer. Finally, finishing off the room with suitable flooring will give the room colour, character and a clean surface. This will complete the room, thus creating a practical yet aesthetically pleasing area. Quick-step flooring offers a full range of laminate or vinyl floors that will suit every room. Rimobel and Quick-Step products are available from R Living, Mrieħel Bypass, Qormi, tel. 2149 9699. For more information, visit quick-step.com.mt or rimobel.com.

Learning through play

Real fruit, real good Plasmon has launched a new range of 100 per cent fruit smoothies.

XKIDS come in small pouches packed with vitamin C and the flexible re-sealable packaging is convenient for parents on the go.

XKIDZ also make the perfect pouch to place in your child’s lunchbox. They are available in three different varieties, all having a blend of exotic fruits with no added sugars, colouring or preservatives.

They are suitable for children aged 3+.

The best toys are those that promote different aspects of a child’s learning and development, including creativity, imagination, coordination, motor skills, stimulation, physical development, problem solving, social skills, reading and writing, confidence and discovering the world. ELC toys from the Early Learning Centre are specifically designed to help children develop these skills through play. Each and every toy is thoroughly researched and labelled with a developmental icon (as can be seen in the image) which helps indicate which aspect of a child’s development is encouraged through this toy. These icons guide the person purchasing the toy as to what aspect it will be focusing on. All ELC toys conform with EU safety standards and are endorsed by Norland College, the prestigious college for nannies in the UK, making them a safe choice when it comes to promoting learning and development in children.

CHiLD SEPTEMBER 2017 57

PROdUCTS & SERViCES

SHOPwindOw SMA redemption scheme Through the SMA redemption scheme, every SMA Progress Kids tin redeemed is worth 10 points – simply accumulate enough points and exchange for a gift. There are two Gobbler 5-in-1 scooters to give away.

Each participant will be given a ticket with every gift redeemed to be in a chance to win the scooter. Two tickets will be drawn on October 2 and the winner will be announced on the Vivian Baby Facebook page. The lucky drawn winners will be asked a skills question. This promotion is valid until the end of September or until stocks lasts.

Child savings plan

Healthy, balanced meals Tiny Taste Buds is a range of healthy, balanced meals designed to meet your child’s needs and support their growth and development. Only the highest quality organic ingredients are used from each of the different food groups to help introduce new tastes and textures to help your baby develop positive eating habits. All of these baby foods form part of the Eat well range, are made from 100 per cent organic ingredients, have no added sugar or additives and are low in salt. Look out for Tiny Taste Buds in M&S stores.

DISCOUNT VOUCHER

#

10% off

on presentation of this coupon in store

early learning centre

at Rabat, Valletta or Victoria, Gozo.

10% off www.elctoysmalta.com Discount coupon code: childsept17 Free delivery when spending over €50.

This voucher is to be redeemed by September 30, 2017. it is not valid with any other offer. Terms & conditions apply.

58 CHiLd SEPTEMBER 2017

The Mapfre MSV Child Savings Plan is an effective and flexible way of saving for your children in a secure and tax-efficient way. Subject to a minimum of €40 per month, the plan gives you the flexibility to decide on the amount you can afford to save each month and whether to increase or decrease the amounts you save over time. it also gives you the opportunity to take breaks in paying if need be. it’s a way to save any monetary gifts your child receives, since you will be able to make one-off additional payments at any time. Another benefit is that you will be able to withdraw up to €1,000 each year from your plan.

Starting a plan is simple. don’t forget that it’s always more beneficial to start saving as early as possible. it can also make a fantastic gift from grandparents or loved ones, who will be given a certificate to present to the child. For more information and full terms on the Child Savings Plan, contact MAPFRE MSV Life on info@msvlife.com or Freephone 8007 2220. You can also get in touch with your insurance broker or one of Mapfre MSV’s tied insurance intermediaries. Mapfre MSV Life plc is authorised by the Malta Financial Services Authority to carry on long-term business under the Insurance Business Act, 1988. COM MSV 020317.

Huggies DryNites Bed Mats drynites Bed Mats with ‘Stick and Stay Put’ are designed for ultimate undercover confidence. Highly absorbent with waterproof backing, the new peel off adhesive back sheet secures the bed mat to the mattress, keeping it in place for great night–long protection. drynites Bed Mats are for children who sometimes wet the bed or simply for extra protection, offering a comfortable night’s sleep.