Child (September 2019)

The magazine for parents

CHiLD ISSUE 66, September 2019

SEPARATION ANXIETY

ADDRESSING GIFTED CHILDREN THE MAGIC OF STORYTELLING

BACK TO SCHOOL PLUS: Tips Tips on on nutrition, nutrition, exercise, exercise, recipes recipes and and events events to to attend attend

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CHiLD ISSUE 66 Septmeber 14, 2019

Contents

Brave enough for school

Features

The school gates are about to creak open after a lazy summer and, probably, many parents are already dreading the first day, especially those whose children will be sitting in class for the very first time.

Thoughts like trusting your child to a complete stranger or how the child will cope with the new environment and fare with the other kids in class must be simmering in your heads, threatening to boil over. Also, you would probably be asking yourself: will my child feel abandoned?

You will, therefore, surely relate with the heart-wrenching experience of a mother featured in this edition of Child.

Claudia Calleja shares her personal thoughts and feelings about the ordeal, how she prepared herself and her child for school, how things turned out on the day and what happened in the following weeks.

She admits that things were a bit tough in the beginning but reassures parents that everything will eventually fall into place. She also learnt an important lesson from her child: that being brave is about doing things that might seem scary, like letting go.

A psychologist and child specialist also says that separation anxiety is a normal developmental milestone in children and gives tips on how to prepare your child and yourself for the big day.

This edition of Child also takes a look at children gifted with high potential. Recent educational efforts to create inclusive schools have focused on children who struggle to reach expected levels of attainment because of a disability or learning difficulties. While this is all well and good, what has been done to address talented and gifted children?

University lecturer Rosienne Farrugia looks at the local scenario and while praising some initiatives, she highlights the lack of a specific policy targeting the needs of this diverse group of learners.

This issue also tackles various subjects unrelated to schooling, such as storytelling, nutrition for your teenagers and bonding with your children. It also takes a look at science and theatre events happening in the next weeks and months for all the family.

While wishing you a smooth transition to school, I hope you enjoy reading the following pages and find our tips useful.

4 Schooling: Separation anxiety 10 Education: Addressing gifted children 16 Technology: Tutoring app 24 Nurture: Storytelling benefits 31 Science: Science in the City 34 Exercise: Aiding concentration 39 Nutrition: Fostering healthy habits 40 Recipes: Creative school lunches 44 Theatre: Toi Toi’s new programme

Regulars 28 Top Tips: Bonding with the kids 46 Top Tips: Children as pet owners 48 Shop window: The best of goods and services

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

Executive Editor Stephanie Fsadni Publisher Allied Newspapers Limited Printing Progress Press Limited Production Allied Newspapers Limited Contributors Ciara Attwell, Kristina Cassar Dowling, Sandy Calleja Portelli, Rosienne Farrugia, Denise Grech.

Design Krista Bugeja Advertising Sales Amanda Gauci (tel: 2276 4332; e-mail: amanda.gauci@timesofmalta.com).

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

CHiLD SEPTEMBER 2019 3

SCHOOLING

THAT DREADED FIRST DAY The very first day of school is difficult for both parents and child.

Claudia Calleja shares her personal experience and brings you a child specialist’s advice on how to prepare yourself and your child for this challenging change.

A MOTHER’S EXPERIENCE My sister once told me parenting is the process of letting go.

I never really understood what those words really meant until the day came when I had to take my daughter to playschool for the first time.

We’ve all heard it: “Don’t worry, children adapt,” they tell you. “She’ll be fine. It’s worse for the parents.”

But ever since becoming a mother I had been dreading the day when I’d have to hand my daughter over to a total stranger at school and walk away. How could I do it? How could I trust someone who was not a blood relative with my child? The simple thought of it sent me into panic mode.

Here was a small human being who had only ever spent time with me and my husband, or with relatives she’d known since day one − literally. Now, suddenly, I was going to take her to an unfamiliar place, hand her over to someone she didn’t know and leave. Ouch. Heartache.

4 CHiLD SEPTEMBER 2019

I had built up all these worries in my mind. Then I went to meet the teachers she’d be with. They were lovely. I felt they really cared and understood. I felt better. So now I was not too worried about the “strangers” anymore. But I was still concerned for my daughter. I knew it was going to be tough on her. She was only two. Would she feel abandoned?

There was also another layer of concern. I was also worried about the whole juggling act that came with starting school − managing to fit school drop-off and pick-up around working hours.

The rational side of me (mainly driven by my husband) knew this was for the best and that she would be fine.

Then the day arrived.

We had been talking to her about school and what fun it would be for days, weeks even. We told her how school is for children and that mummies and daddies go to work and then they come back. They always come back.

SCHOOLING THE DREADED DAY On the morning of the first day, I woke up super early. I had prepared everything the night before – her bag with her lunch and all the requirements listed by the school (spare clothes, nappies, etc) her clothes, my clothes, my work bag. My husband had told me he had an early, important meeting so I’d have to drive her.

So we drove to school.

She had no idea what was happening. She was beaming − excited to be holding her new bag.

My heart felt like it was being squashed but I spoke about what fun school is all the way there.

We arrived – early. I was fine. Then my husband turned up in the school car park to surprise us. The emotional stress and the relief of not being alone during this difficult time gushed out − in tears. Thankfully my daughter didn’t notice. She was just ecstatic to see daddy.

We walked in to her first day in class − all three of us. I was carrying her − a smiling, clueless child. My husband beside me − my face was red and blotchy.

Then I tried to hand her over and did as I had been told: smile, say you love her and you’ll be back soon, kiss her and leave. Don’t linger.

She clinged. I peeled her off me. Repeated that I loved her. We loved her. Then we walked out.

I went out with a giant fake smile on my face that quickly morphed into a frown-cry-sob. We were both emotional. My husband had to head off to work. I sat in the car for an hour constantly looking at my phone − just in case.

When I picked her up (on the first day she only spent an hour at playschool) she was sitting quietly on her teacher. Her face showed she had been crying. When she saw me, she cried of relief.

More heartache.

“My daughter taught me that being brave is about doing things that might seem scary, like letting go”

HAPPIER DAYS That was just the beginning. Things got worse before they got better. Now that she knew what was coming, the next few days she cried all the way to school. Slowly, she started trying to fight her tears.

We’d drive through the school gates and, with tears in her eyes and her voice shaking, she’d say: 6 CHiLD SEPTEMBER 2019

“Yay we’re at school.” She was being so brave.

It was tough for both of us. But slowly things started to settle.

She got to know the teachers and other children, mentioning them all the time at home. She started coming home with new tunes, moves and expressions. She learnt that mummy always comes back. Now she sometimes refuses to leave school.

I learnt that things always fall into place. As for the whole juggling act, I was always lucky enough to work in supportive environments, so it worked out.

I realised that it’s OK if she cries a little. She still cries sometimes when I drop her off but teachers reassure me that she’s fine by the time I get to the car − and there are photos to prove it. I had to learn that I will not be around for everything my daughter does and learns.

But, most of all, my daughter taught me that being brave is about doing things that might seem scary, like letting go. I guess I’ll just have to be brave, like her.

Schooling

ADJUSTING TO SCHOOL Separation anxiety is a normal developmental milestone in childhood. it can begin before a child turns one and presents at various stages in the early years.

When it comes to school-related separation, as long as the anxiety does not last more than a few weeks and does not overly interfere with activities during home and school time, it is considered normal, explains psychologist and child specialist carly Aquilina.

“There are a number of things you can do in order to prepare yourself or your child. it is important to note, however, that these are guidelines. only you know your child and what he or she will find helpful. For example, while it is important to give most children warning about changes, children with a diagnosis of autism are sometimes disadvantaged if given notice about changes to their routine,” Dr Aquilina, who is also the director of The Psychology & cBT clinic, said. here are her tips: PreParing your child • consider how you interact with your child when around them − do you leave them in a room alone with trusted adults? how do you manage the interplay between independence and dependence? For example, do you hover over them during play? The latter may indirectly suggest to them that they need to overly depend on you, potentially making separations harder.

• consider leaving the child with a wider array of familiar adults if there have been minimal instances of separation as this may help prepare them for school-related separations.

• consider graded exposure. This may mean sending a 8 chilD SEPTEMBER 2019

child to summer school for two/three days to prepare for a full week of kindergarten or picking the child up early on the first few days of school. however, note that some parents find that their child has greater difficulty in adjusting when school days are not consecutive.

• Be direct about what will be happening at school, including that you will drop the child off, that they will engage in a number of activities (perhaps singing, eating, colouring) and that they will be picked up and by whom. Mention school as a positive place.

• leave without fanfare. Do not hang around and do so consistently as it may be harder for your child to settle.

• consider a ritual that may involve singing set songs on your drive to school, giving the child a keepsake for school (family picture, perfumed item) and giving little rewards for good settling and bravery at the end of the school day.

• consider a school visit before the ‘big day’ if you have a slow-to-warm child and envisage that separations will be particularly difficult.

PreParing yourself • consider changing your routine to adjust for the first day of school. Apart from practical considerations to do with escorting your child, you may want to consider whether you are emotionally prepared for particular appointments or meetings, particularly in the first week.

• Balance any worries or concerns you may have with thoughts about the positive experiences your child will have at school. consider your thoughts and emotions in general. if you are generally stressed, down or anxious, this may impact on your child, particularly during transition periods such as starting school. Seek help and support from family, friends and professionals when needed.

Dr Aquilina can be contacted on contact@psychologycbtclinic.com.

PROMO

THINK, EXPLORE

AND IMAGINE A visit to Esplora will enthuse children about science JEFFREY PULLICINO ORLANDO t has been proven by research that, by the age of seven, most children would have formed an opinion on science and therefore the role of parents in early childhood development is critical.

The word ‘science’ in itself may evoke a vast range of emotions among parents and is usually perceived as being a difficult subject which is impossible to understand. However, learning science is becoming fundamental and in the next decade, an estimated 75 per cent of jobs in the fastest growing industries will require skills related to science.

Parents strive to instil love for science in their children. However, the truth is, that convincing a child that science is fun is close to a myth: it has always been fun if it is presented in the right way.

For young learners, science is just an extension of their everyday life. We do not have to teach them how to wonder, discover and explore through play because they do it naturally.

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Amazing experiences turn into unforgettable lessons and a visit to a science centre can inspire and motivate children to want to learn and explore science on their own.

At Esplora Interactive Science Centre, learning science is done unconsciously through a vast range of fun and interactive experiences. The halls contain more than 200 exhibits and as you wander around, you wouldn’t find any ‘do not touch’ signs. As our motto itself states, we want our visitors to “think, explore and imagine” and try things themselves. For instance, you can create your own fireworks display or you can turn a dark wall into a colourful, vibrant one.

Children also get the chance to explore science at their own level and pace. Our halls present different topics of interest linked to the national curriculum in schools – such as music and engineering.

It is also worth mentioning the Planetarium building dedicated to the earth and the universe. Moreover, our tailor-made science shows and workshops enrich the overall experience. We also have an area completely dedicated to children aged seven and below, and we offer parent-friendly facilities.

Every child should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. But Esplora is not only a place for children to visit.

Adults enjoy the experience as much as children do, and even more! It encourages an environment that fosters bonding between family members, including the grandparents of children.

We would therefore like to invite you to pay a visit to Esplora Interactive Science Centre in Kalkara, Malta’s foremost visitor centre!

Dr Pullicino Orlando is Executive Chairman of Esplora.

CHiLD SEPTEMBER 2019 9

EDUCATION

ADDRESSING HIGHLY ABLE AND GIFTED STUDENTS

Serving children of high potential and giftedness is seldom regarded as a priority in local schools, says Rosienne Farrugia. She looks at the current scenario and gives suggestions on how we can better serve and honour exceptionality in the Maltese education system. he terminology used to describe or refer to students at the higher end of the ability spectrum often triggers awkward reactions or negative connotations.

‘Gifted’, ‘talented’, ‘highly able’, ‘precocious’ and ‘exceptional’ seem to be perceived as labels that promote elitism and privilege.

Recent educational efforts to create inclusive schools in Malta have somehow been more intent on providing support, modifying the curriculum and accommodating the needs of children who struggle to reach expected levels of attainment because of a disability or learning difficulties.

Serving children of high potential and giftedness in schools − which are meant to meet the needs of all children − is seldom regarded as a priority, probably due to a general feeling that one would be ‘giving more’ to those who already have an excess of privileges.

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10 CHiLD SEPTEMBER 2019

This may be one of the reasons why, to date, in our country, there is a lack of concrete action policy that provides clear guidelines for the recognition, support and nurturing of the gifted and talented, their teachers and parents.

In reality, one can argue in favour of more focused attention on the education of these students on two fronts: from a rights-based perspective that treats each child as an individual with a right to an education that is suited for his/her ability and needs, and from the point of view of an economic advantage that may result from honouring the needs of the gifted and talented students. Not to mention arguments linked to motivation, behavioural issues, engagement and full participation versus underachievement and disillusionment, as well as issues on social justice and discriminatory practices.

The aim is certainly not to label children and young people, especially since we know that, in educational circles, a label

EDUCATION is only valid and necessary in as much as it serves the individual in positive ways.

The focus is to recognise high potential and giftedness, encourage its development and allow children and adults to see it as one facet of what constitutes their more holistic selves rather than be defined entirely by it. But who are we really talking about? How is giftedness defined?

Looking through the plethora of definitions found in literature on the subject, the complex nature of giftedness and high ability becomes evident. Although there is no one definition that is universally accepted, there is a shared understanding that gifted individuals demonstrate an outstanding level of aptitude or competence in one or more areas of endeavour (which includes but is not restricted to general intellectual capabilities, specific academic abilities, leadership capacity and creative or artistic talents), and have the capacity to learn at a pace and level of complexity that is more advanced than their age peers.

If we had to talk in terms of percentages, one would generally be referring to the top 10 to 15 per cent of a particular cohort in a year group, although this largely depends on the definitions and philosophical stances adopted with regards to intelligence, ability and talent.

The term ‘twice exceptional’ is also used to refer to those who may have brilliant minds or exceptional aptitudes in one or more domains combined with physical impairments, psychological disorders or learning disabilities.

A main distinction is also made between an already manifest gift or talent and giftedness in terms of childhood potential that must be nurtured for it to develop.

Additionally, it is also important to mention that social, economic, cultural and political factors impinge on what is valued and recognised as high ability and talent in a particular sociocultural milieu. This highly impacts the educational experiences that are made available and provided for this heterogenous group of individuals.

Compiling a list of characteristics that is common to such a diverse population is, therefore, not a simple feat. It is, however, possible to observe a range of gifted behaviours that

“The aim is certainly not to label children and young people”

may be manifested partly or wholly in one individual. Some of the distinctive elements that could serve as a starting point to recognise high ability and giftedness in children and young people are an early achievement of developmental milestones; keen observation of the environment and active eliciting of stimulation from their surroundings; an ability to acquire new concepts easily and quickly; early comprehension and advanced speech; having an inquisitive mind with a tendency to pose questions in addition to answering them; creative and flexible thinking and reasoning; as well as being highly interested in delving deeper into particular topics, at times ones that are not usually appealing to their peers.

Moreover, gifted individuals demonstrate a strong sense of empathy and a heightened sensitivity towards social issues and injustices, asynchronous development and a preference for the company of older children or adults.

CHiLD SEPTEMBER 2019 11

EDUCATION However, without a specific policy that targets the needs of this diverse group of learners, the education of those who are able to reach higher levels of aptitude and performance is left entirely in the hands of the individual schools and teachers working with them, notwithstanding the fact that up until this very year, no initial teacher training was available to equip prospective educators to cater adequately for the academic, social and emotional needs of the highly able and gifted students.

One needs to mention the fact that there are a number of local initiatives geared towards the needs of this group of learners, including the High 5 Challenge for young mathematicians and Brillantini talKitba for middle school students with advanced writing skills in Maltese (organised by the National Literacy Agency).

“Gifted individuals demonstrate a strong sense of empathy and a heightened sensitivity towards social issues and injustices” Internationally, the field of gifted education has shifted away from the idea of ‘panning for gold’ as described in the latest SAGE Handbook of Gifted and Talented Education (2019) using intelligence tests, IQ scores and rigid cut-off points to a trend towards ‘seeking the philosopher’s stone’, where more inclusive perspectives and approaches focus on creating opportunities and contexts that allow each child and young person, including those with a high aptitude, to demonstrate their potential and develop it fully.

In the case of the Maltese islands, we seem to have lagged behind in developing support systems that allow educators, families and other stakeholders to facilitate the recognition, development and nurturing of children’s emerging abilities, high potential and giftedness. Our National Curriculum Framework (2012) promotes a nationally shared vision of quality education for all with the aim to empower all learners to work towards their full potential as lifelong learners through more flexible and diverse routes to learning.

Nevertheless, an external audit report on ‘Special Needs and Inclusive Education in Malta’, issued in 2014, criticised the current system for failing to meet children’s right to equity and full participation for all. This was mainly attributed to a lack of concordance between policy and practice.

There is a mention of gifted and talented students in recent local policy documentation on the Learning Outcomes Framework (2015). The latter aims to provide more freedom in the development of programmes that move away from centrallyimposed content-based syllabi towards a framework of knowledge, attitudes and skills-based outcomes on 10 levels of achievement within a differentiated learning context, where different students in the same classroom would progress at different rates through these levels of attainment. This is, undoubtedly, a good starting point and a more inclusive stance which should benefit all learners, including the highly able and gifted ones.

12 CHiLD SEPTEMBER 2019

The opening of two secondary schools that select and educate students who are talented in sports and the creative arts respectively is also a clear indication of a recognition that gifted and talented students may require special provision for their abilities and talents to be nurtured.

Over the past year, the Faculty of Education within the University of Malta has embarked on a mission to provide more specific training in the field of gifted education through a number of initiatives including a new module for trainee educators enrolled on the undergraduate degree programme in Early Childhood Education and Care and a Masters by Research degree in Gifted Education.

Additionally, learning support educators (LSEs) reading a

EDUCATION degree programme in Facilitating Inclusive Education are also required to study a unit on supporting gifted and talented learners in inclusive classrooms.

Furthermore, the Ministry for Education and Employment is collaborating with Radboud University in the Netherlands and nine local educators are currently enrolled on the Radboud International Training on High Ability (RITHA). In April 2019, 150 educators also attended a seminar on ‘Supporting gifted learners in mixed ability classes’ where various local initiatives and enrichment programmes for gifted students were showcased.

Apart from building and improving on the current local initiatives that have been sprouting lately, our country needs to engage in a national debate and develop a support system in the form of a local association and a centre for giftedness and excellence in education that focuses on creating awareness, eradicating myths and misconceptions, providing training and support for educators, leaders, professionals, students and families, and influencing policy.

More sustained links between policy and practice as well as between different stakeholders who impact or are impacted by educational efforts and initiatives for the gifted and talented must also be strengthened. Local educational entities are also encouraged to increase research that is focused on creating an evidence-based platform that can be used to evaluate current practices and steer the educational ship in the right directions for the ultimate benefit of all learners, including the high able and gifted ones.

The newly-launched Facebook page Reaching for the Stars: High Ability and Giftedness – Malta seeks to be a point of reference and to serve as a platform for raising awareness, creating a knowledge base and building a network to promote the recognition and provision for the needs of the gifted and talented in Malta.

Dr Farrugia is a resident academic lecturer and researcher within the Department of Early Childhood and Primary Education and coordinator for the Masters of Research in Giftedness in Primary Education at the Faculty of Education, University of Malta. She may be contacted at rosienne.c.farrugia@um.edu.mt.

TIPS FOR PARENTS: BRINGING OUT THE BEST IN YOUR CHILD • Give them your full attention when they are excited to share a thought or idea with you; • Be aware of the lack of synchrony between your child’s cognitive, physical and social/emotional skills; • Be your child’s accomplice in his/her pursuit of a particular interest; • Enrol them at your local public library; • Provide new challenges that match their interests and talents; • Be a safe harbour when they feel frustrated or anxious; • Take them out and about for nature walks, museums and treasure hunts; • Encourage them to take risks and make mistakes; • Praise their efforts and perseverence rather than high grades; • Don’t overshedule your gifted child; • Teach them to be independent: don’t do anything for them they are able to do by themselves; • Keep in mind that your child is first and foremost a child who needs to be seen, loved and accepted for who he/she is.

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

What makes Babylino Sensitive Diapers super absorbent?

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

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.

14 CHiLD SEPTEMBER 2019

TECHNOLOGY

A TAILOR-MADE

TUTOR uke Sultana had grown accustomed to hearing his classmates worry about their mathematics exams.

They would meet before their lesson and confess they could not answer one question or the other in their past papers. Others would chime in and provide their tips on how to figure out the answer and get the grade.

Eventually, Mr Sultana realised that the best way for them to study for their upcoming exams was not to silently suffer over tricky past papers at home

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16 CHiLD SEPTEMBER 2019

Denise Grech learns about a new app giving students the opportunity to find tutors at the click of a button.

alone − but to meet in a group and tackle the questions together.

He quickly realised the best way for him to learn was to solve the mathematics problem and explain his train of thought to his friends.

Tutoring others, therefore, seemed like the next logical step for Mr Sultana to hone his mathematics skills since it helped him become more confident in his studies.

“The best way for me to learn was to explain to others,” he said. “When you explain a topic you become more

certain of your skills in it and so you can tackle the exam better,” he said.

So when his friend Jake Xuereb launched a student-to-student teaching app, Mr Sultana did not hesitate to sign up to tutor students.

The app, LearnD, connects students looking for private tuition to older students who have already studied the topics.

“So someone in their third year at University would be able to tutor firstyear students on particularly tricky modules,” Mr Sultana explained.

TECHNOLOGY LearnD connects students looking for private tuition to older students who have already studied the topics.

Now a mechanical engineering student, teaching maths helps him continue to practise a topic that is fundamental to his future job.

The app works by pairing up students with other students whose skills are tailored to their particular needs.

Users type in the subject they want tutoring for and are then able to narrow down their selection by filtering through various criteria, such as the tutor’s location and their rating.

“It’s easy to use and it’s accessible – a student leaving a class feeling as though they did not understand anything can start looking for a tutor as soon as they get to the bus stop,” Mr Sultana said.

Students are completely in control of who is teaching them, instead of relying on word of mouth and testing different tutors, he added.

Mr Xuereb came up with the idea for the app while he was looking for a private tutor to help him study for his mathematics exam. Setting himself the ambitious target of passing the A-level

“It’s easy to use and it’s accessible”

in just one year, Mr Xuereb realised traditional private lessons would not be enough. He reached out to his friend Luke Collins to help him reach his goal.

The idea then really took off when he and Mr Collins were awarded part of the TakeOff seed fund award in 2018.

But is the app indicative of a move away from the traditional classroom setting?

Mr Sultana doesn’t believe that it is necessarily the case.

Instead, the app is designed to help those who want to find private tuition but do not want to rely solely on word of mouth.

Students are “completely in control” of who is teaching them, instead of depending on their friends’ recommendations and testing different tutors, he said.

Since students are teaching other students, the teaching can take place in a much more casual setting. This, Mr Sultana believes, encourages students to ask questions they might not always be comfortable asking in the classroom.

Tutors also often use their students’ interests in order to explain their difficulties to them.

“So if I know a student is interested in football, I use those analogies to help him understand the topic,” Mr Sultana said.

CHiLD SEPTEMBER 2019 17

PROMO

A BOY, A SQUIRREL AND ADHD oè is loud, restless and impulsive. He has an older brother Ben and they both go to the same school but one is allowed to go to the school camp and the other is not.

Noè and Ben are, in fact, your average siblings – one minute they’re squabbling, the next they’re hugging each other − the only difference is that Noè has Attention Deficit Hyperactivity Disorder (ADHD).

This picture book, illustrated

by Derek Fenech, aims to show that there is more to a child than a diagnosis.

Noè u l-Iskojjattlu Bla Kwiet is written by award-winning Maltese author Leanne Ellul together with Stephanie Bugeja, a practising educational psychologist, and the storyline aims to help children to appreciate themselves and each other as individuals, with their own strengths and weaknesses.

ADHD is among the most common neurobehavioural difficulties in children and adolescents. Its common symptoms are inattention, hyperactivity and impulsivity, but challenges vary from child to child. It is estimated that an average of 2.2 per cent of children and teenagers around the world suffer from ADHD. However, Noè u l-Iskojjattlu Bla Kwiet is not targeted solely at children with ADHD. Ellul, in fact, believes it needs to have a wide readership.

“This is not a story about Noè’s ADHD but about Noè, a child who could easily be the kid next door,” she said.

Stereotyping and stigmatisation are indirectly tackled and readers are encouraged “to see past the labels” and enjoy a child’s identity as a whole.

Bugeja concurs: “The story is fun and light and shows us that ADHD is part of who Noè is, not who he is.”

The book is part of a new Merlin Publishers series called Lenti Fuq which aims at raising awareness about developmental issues.

At the end of the story, there are a few pages dedicated to parents and/or teachers with information about ADHD and dealing with a child with ADHD. Noè u l-Iskojjattlu Bla Kwiet is available for sale from all leading bookshops or directly from merlinpublishers.com.

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NURTURE

The magic of storytelling

Sandy Calleja Portelli discusses the importance of storytelling with the creator of a new children’s programme. In the process, she realises that the stories we tell become the lives we live. ave you heard any stories lately? If someone asked you that, you might recall a book you’ve read or a film/TV series you’ve watched recently.

If you spend any time with young children, you probably spend a fair amount of time telling or watching stories and the question might remind you of a favourite character or story.

Of course, the truth is that you hear stories every day because stories are everywhere and have been around since time immemorial. In fact, the oldest story in existence,

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The Epic of Gilgamesh, dates back to approximately 1,800BC. Before societies became literate, people relied heavily on oral traditions and sharing stories in groups, clans or communities was the ideal way to create a shared identity, instil the importance of communal values and beliefs, and explain the inexplicable events that caused so much suffering and pain − storms, floods and famine to name a few.

People connected to stories, listened, remembered and learnt from them and it is no surprise that the religions and ideologies that have

garnered the greatest followers were founded and disseminated on stories.

Stories were also told in families and communities, often by older women who used stories to pass on the wisdom which had been handed down to them by the women who came before them.

This ancient practice of sharing and connecting human experiences still resonates with us today and it is hardly surprising to realise that stories are all around us – used in educational settings, advertising, political speeches and even in our daily interactions.

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NURTURE Giuliana Fenech (pictured on right) has been researching and coaching storytelling for 20 years. During this time, she has been especially interested in the ways in which stories help people make connections and provide a space in which to explore ideas of risk, make-believe and play.

This year, Dr Fenech founded a storytelling programme for parents of five- to 10-year-olds, Children Who Belong, and in this interview she explains what motivated her and what she hopes parents will gain from the programme.

What prompted you to design a storytelling programme for parents?

Parents asked for it so many times I couldn’t ignore their request any longer.

I am a children’s literature expert and storytelling coach. I have been researching and teaching children’s literature and storytelling for over 15 years. My academic work includes mentoring University students at undergraduate and postgraduate level in Malta, as well as consultancy for cultural and educational institutions and train-the-trainer programmes.

I wrote a PhD (N’Cle, UK) on the impact that digital technology has on literature for children and adolescents.

I have published and produced various pieces on narrative creation and production, as well as digital literacy and learning through play. Throughout my career, I have also managed and run storytelling projects that allow various communities to connect to other people and the world around them more deeply.

My special interest is in working with children and adolescents and I have now chosen to support parents of five to 10-year-old children because I realised that parents are the most unsupported demographic we have.

Each time I run a workshop or longerterm project with children, the parents always ask for my help to continue developing their children’s interest in storytelling. They recognise the focus and determination stories gift them.

They notice that restless or anxious 20 CHiLD SEPTEMBER 2019

Storytelling has had a tremendous impact on my life, both professionally and personally. But perhaps the most significant difference it made has been to my parenting.

Being a parent is exceptionally hard and it never ends! The difficulties are numerous but what I found to be unbearable was the sense of being alone… the 3am cold sweats trying to figure out whether I had handled a situation with my children well. Or the hours long searches trying to find a way to repair the damage I may have done because instead of listening and making my child feel valued, I turned away to deal with the hundred things on my to-do list.

“By aligning our family stories to our dreams and desires, we manifest the lives we want, enabling ourselves and our children to grow”

children are able to engage and feel empowered. They realise that stories help them to work through difficult emotions and situations with their children. Family communication improves, making life easier for everyone.

I searched all over for a programme that I could recommend to parents who wanted to learn, to grow alongside their children. I couldn’t find one.

And so, together with a team of researchers, storytellers, writers and child development specialists, I created Children Who Belong.

The programme aims to replace parent overwhelm and guilt with deeper connection and a touch of magic.

It wasn’t that I didn’t want to be a good parent. It was just that I had a lot on my plate and I was exhausted. Plus, I had no prior experience or training in being a parent.

My twins are now teenagers and more than ever I am grateful for the stories we shared as they were growing up. Firstly, because having shared stories means having shared memories and that forms a lifelong bond. And, secondly, because the stories we tell become the lives that we live. I realised just in time that I needed to shift our negative stories into more curious and courageous ones.

NURTURE I believe parents are a force that has not yet been reckoned with. They are also the most unsupported group of service providers that exists in all communities around the world. I would like to do my part to change that.

No more parenting alone. No more guilt. No more negative stories.

But none of us can do it alone. We need each other and now we have a space which brings us all together in an easy and impactful way. That’s why I created Children Who Belong as part of the bigger platform, Raising Curious and Courageous Children.

How can parents use storytelling to transform their relationship with their children?

By becoming aware of the stories we share with our families, we can observe if they honour the values, beliefs and behaviours we want to see in our children. By aligning our family stories to our dreams and desires, we manifest the lives we want, enabling ourselves and our children to grow. We have to ask ourselves whether the stories we share in our families are enhancing the communication among ourselves but also with the wider world.

If we want our children to feel confident, are we using shame to discipline them?

If we want our children to be courageous, are we telling them stories of how cruel the world can be?

If we want our children to be open to connection, do we speak sceptically of others?

If we want our children to be kind and compassionate, do we instil fear of what is different in them or teach them to reach out?

By learning more about how stories work, we can parent more playfully and with less stress, negotiating meaning and understanding of consequence without having to resort to harsher disciplinary methods.

Instead, we play with possibility and pass on knowledge and wisdom in an experiential way.

“I realised just in time that I needed to shift our negative stories into more curious and courageous ones” What story techniques do you provide parents with?

In Children Who Belong, we use a simple three-step method. First, we clear space in our family lives for more open communication. We work on a physical space for sharing as this leads us to clearing space emotionally. In this part of the process, we support parents to become more aware of how communication works in their family.

Once this is ongoing, we begin work on making our feelings and those of

our children more visible. Young children do not always know how to identify emotions or talk about them. Unless we find effective ways of observing our children’s experiences and understanding how outward behaviour stems from inner processing of emotion, we will not be able to understand and support our children calmly and confidently. In the second part of our storytelling method, we show parents how stories can help children associate their own experiences with that of story characters, making the expression of their feelings easier to handle.

In the final step of our method, we share different ways of working through the story values and behaviours that we want to encourage in CHiLD SEPTEMBER 2019 21

NURTURE the children, through play. We provide the stories themselves plus a whole lot of step-by-step activities. Parents share their experience of telling these stories to their children with the rest of the community in our warm virtual parent pods.

Together with the parents who work with us, we build community spaces through which no one has to parent alone anymore. Having support makes all the difference to how we bring up our children.

How does storytelling help children and parents to engage better with emotions and events in their life?

Stories work by association. If we have been through the experience narrated we feel validated; if not, the stories teach us empathy – the ability to see the world through the eyes of another. They also showcase types of human behaviour for us, we learn what works and what doesn’t in a safe space – we understand our place in the bigger picture. All human civilisation, from the very start, is founded on stories. Stories give us our identity and show us where we belong.

Stories are holders of ancient wisdom, they are older than any of us alive (and goodness knows we could all do with a bit of guidance sometimes). They offer deep truths that weed out the more superficial stories in mainstream culture. The characters in traditional stories have to work hard on themselves to reach the resolution to their problem.

When we witness this work as children, we begin to understand

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how curiosity, courage, determination and integrity are essential to living fulfilled lives. There’s no magic wand but there is magical awareness.

Additionally, stories allow us to manifest the lives we want. If we want to align our children to our values and dreams, we have to share the same stories.

How does your method of storytelling differ from the way parents usually share stories with their children?

Research shows that in our contemporary age, what parents desire the most is: • Empowering children to succeed in school and have resilience to deal with personal challenges like bullying and global challenges like climate change; teaching them to speak up while giving them a sense of discipline and respect for authority.

• Having the tools, skills and support to keep calm and deal with difficult emotions, questions and experiences patiently and confidently even when we are riddled with anxiety and sometimes guilt.

• Spending quality time with the children when time is such a luxury commodity and stress-free spaces require hard work to create.

“By learning more about how stories work, we can parent more playfully and with less stress” All our programmes at Raising Curious and Courageous Children are built on this research so that parents feel supported as they work towards achieving these goals. Often storytelling is associated with simply choosing a book that seems appealing and reading off the pages. While that is also beneficial in so many ways, integrating storytelling into our parenting daily life as a way of being together, rather than just something we do occasionally, is immensely powerful.

Parents who work with us say that they are able to understand their children’s development more easily and then to address any challenges that come up more directly and with less stress. But the Curious and Courageous method is not just about problem-solving. It is about using the

NURTURE precious time of early childhood to create a bond of trust that will hold even through the teenage years and beyond.

Do parents need acting or storytelling skills to do this properly?

No previous experience or specific skills are needed. Parents only need a little bit of curiosity and courage to reach out to us.

Do families have to commit a lot of time to this?

No, the programme is structured so that parents can engage comfortably in their own time and we are on hand to provide support each day. The activities are designed in such a way that they are easy to integrate into daily life.

If you would like more information about Children Who Belong, visit www.curiousandcourageous.com or send an e-mail to hello@curious andcourageous.com.

Testimonials “I felt that storytelling allowed young people to grow and try new things. On the first day of our set programme with Giuliana, they were anxious and found it difficult to express their thoughts and emotions. At the end, their confidence shone through and they felt good about participating in the storytelling. They had learnt to believe in themselves.” – Sarah Galea, outreach officer at Esplora “I also felt that the space was safe and sacred, that we all opened up in a way that wouldn’t always be easy or possible. Thank you Giuliana for being sensitive to our needs and also for opening up to us.” – Miriam Calleja, pharmacist and poet “The fun of working with stories is that I could create my own, to share my ideas and values with young people. At the start of the programme they were hesitant and often distracted but towards the end they were clearly reflecting on themselves and using their imagination to gain more coping skills. The stories inspired an emotional response to various life situations. I can still hear Giuliana’s voice and how fascinating it was to watch a magical atmosphere being created. I try to follow in her steps.” − Josette Camilleri, youth worker at Youth.Inc, Malta

PARENTING

An aunt’s perspective Kristina Cassar Dowling shares a few tips on how to be a great, ‘cool’ aunt while still making sure the kids behave. t seems like everyone has a set of great tips to give their friends on how to parent; pointing out all they do wrong so wilfully it sometimes hits a nerve.

Well, parenting is no easy job and although I myself do not have children that depend on me every single day, I’m the lucky kind of guardian who gets to spend time with two beautiful girls I’m proud to call my nieces.

The duties of an aunt are widespread; they start with the ability to entertain and treat kids for being adorable little angels and, unfortunately, tell them when they’re doing something they shouldn’t be − mostly to teach the

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24 CHiLD SEPTEMBER 2019

rights and wrongs in life. Telling someone not to do something though often eggs them in the opposite direction but inspiring them to work for something is a whole lot easier.

Setting up a system to get household chores done, homework duties ticked off the list and bigger projects added to their achievements of the day can be made fun and exciting.

Whenever I’m set to spend a fair amount of hours with my nieces, we set up a system where every good thing they do is noted with points that add up to a grand prize at the end of the week. Some

of these tasks may include tidying up the house, tending to the family pets and helping each other out with bigger jobs, promoting teamwork and a sense of belonging. Rewards can range from silly gifts such as tacos for dinner or even extended to a trip to the cinema – two tokens that if we’re being honest were going to happen regardless of their behaviour.

Wrongdoings need to be noted too and no matter how hard it might be to tell a kid off, there’s really no value for the good if the bad goes by unnoticed.

Visual displays of this behaviour analysis usually sets things into perspective and in our family we call these ‘cookie points’, where a collection of points, say 10 in a week or perhaps 10 a day for bigger kids, translate into cookie points and can be redeemed for a super treat.

A cinema trip is generally five cookie points, while a Taco Tuesday feast needs only two cookie points.

Bad points, we simply call ‘crosses’, are game changers though, and can lose you all rights to a treat. Crosses are given for poor and deliberate bad behaviour − but going soft on these won’t make you a bad guardian, just a sensitive one who can turn a blind eye at times.

The best kind of rewards are enjoyed together − in and out of the house.

The following are some ideas:

“As they grow older, they tend to lean on you as an authoritative yet playful figure”

PARENTING

In the kitchen with the kiddies Get out the baking gear and prepare yourself for a serious amount of flour to end up on the kitchen floor − no harm done if you’re ready for it. When kids make something from scratch and see the results, they’re so proud of themselves and here’s the best part: you get to enjoy the whole process with them too.

Time in nature Start off this trip with a brisk walk, get the energy out and use the time to speak to your kids, pack a super feast in the form of a picnic and make sure there’s a variety of healthy snacks that your kids can enjoy on the go. A football or frisbee is always a great idea. Play together, you’ll be creating memories and hopefully letting your kid show you their skills on the field.

Outings with the family Trips to more commercial spots are also a great way to spend time

together. You can always go to the cinema or watch a play together but a bowling session or fun park adventure may be a better way to enjoy your free time. You can set the pace and encourage some healthy competition.

Favourite restaurants Win, win here − no doubt. There’s never a dull moment when you’re out dining in a restaurant. The only thing that could make this better is if your wee tots are beaming with their favourite bits of food on a plate in front of them. Plus, teaching your kids how to behave in a restaurant is always a good idea.

Craft sessions Get ready for a splurge of creativity.

This is where the little ones will greatly impress you with their colour choices, strange yet accurate sketches and fullon bursts of creativity. Make their efforts known − grab yourself a big

canvas that is intended to feature in the hallway or living room; your little artists will be so proud of their displayed work of art.

Being the fun aunt is far easier than being the one to scold a child for her wrongdoings or tend to them when they have fallen ill. It’s also totally free of responsibility in essence and can be viewed as extended playtime in the parents’ perspective. Well, I beg to differ.

As an aunt (or uncle) you’re presented with a certain amount of responsibility that doesn’t necessarily come from the child’s parents but rather stems directly from the children themselves − no pressure at all right?

Totally wrong!

Kids have such high expectations, they’re constantly waiting for the next fun thing to happen and, as they grow older, they tend to lean on you as an authoritative yet playful figure whose role in their lives is so, so important.

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TOP TIPS

IT’S BONDING TIME Your child will love to tell you about their day at school – the highlights and the low points, too. But it’s hard to make time for casual chat in a busy day and that precious sharing time is all too easily lost. Here are six opportunities to look out for through the day and make time for if you can. Your phone and other distractions will need to be out of the way for these key parenting times, just for a few minutes.

When you wake your child in the morning Early morning may not seem to you a great time for chatting. You are probably still sleepy at this time and will have deadlines to meet, too. But it could be the perfect time for your child to tell and ask, while warm and relaxed in bed.

Wake them a few minutes early for this sharing opportunity, setting the ball rolling with some small talk about the day ahead.

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At breakfast Try to make time for a sit-down breakfast with your child. It’s not only a nutritious and energising meal to start the day with but a great opportunity to share thoughts and feelings, too. If you’ve already had a chat at their

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bedside, you can pick up where you left off, enriching the rapport between you. Otherwise, start now, as you munch and sip together. Watch for any signs of anxiety that might need smoothing away or addressing, and share happy thoughts, too.

When you meet up after school Your child will naturally want to tell you about their school day afterwards.

In fact, chances are they will be bursting with news and views to share with you, so be ready. They will be glad to share the ups and downs, the interesting facts they have learnt and the funny or exciting things that happened since they saw you last. For you, they will be a glimpse of your youngster’s school life and some insight on what they are making of it, which you will be glad to know.

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Over the evening meal Your child may have left thoughts of school behind by the time they sit down to eat, so why not tell them a little about your own day now? They need to be aware that you have a life to lead too and the two-way sharing of experiences will nurture mutual understanding between you. But if you have nothing particular to tell them, you

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could open an exciting topic for them, like jungle animals, extreme weather or pirate treasure, or tell a funny anecdote to set you both giggling together.

While sharing a game or story Your child will love you to play with them or read them a story. Your involvement will reassure them of your care and interest, building their confidence and self-esteem, so join in whenever you can. Every time you share a game or book, you enrich the bond between you.

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At bath or bedtime By the end of the day, your child may feel weary and a little emotional, after the exertions of the day. They will enjoy your soothing company as they lie back in the bath tub or bed. Your familiar presence will be reassuring, as you settle them down for the night. It’s worth lingering a few minutes before leaving the room, too, in case they have any more thoughts to air.

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It’s not easy to free up time in the day for chatting with your child but the more you can give, the happier they will be. What’s more, they are likely to do better at school, and in life, for their quality time with you.

ProMo

UNLOCK THE POWER OF DRAMA As we approach the start of the new school year, you may be wondering what extra-curricular activities to enrol your children in – and with good reason.

At Stagecoach Performing Arts School, children of all ages can try their hand at singing, dance and drama.

Taught by expert arts professionals, Stagecoach is certainly a place to consider if your child has a natural love of performing. But it is also a fantastic option if your child isn’t necessarily inclined that way – because Stagecoach is so much more than a place to become a star. Let’s take a closer look at how the performing arts could help your child to shine.

Self-confidence. Stagecoach will encourage your child to think outside the box and to trust their ideas and abilities. They will then be able to use this newfound confidence at school, in their future career and in their life in general.

Communication skills. As your child learns their lines or picks up the words to a new song, they are also developing their vocabulary and becoming better at expressing themselves.

Concentration. Stagecoach is a screenfree environment – a place to share ideas, listen to each other, dance, sing and have hours of fun every single week. This helps with concentration too, enabling your child to focus on one task at a time.

Friendships. Many wonderful friendships have been forged at Stagecoach.

After all, drama is a ‘team sport’.

Imagination. Einstein said it best when he said: “Imagination is more important than knowledge.” It’s true – being creative and learning to make creative choices will help your child to see the world around them in new ways.

Discover more about Stagecoach at www.stagecoach.com.mt. The new terms starts on September 30, with schools in Mosta, Pembroke, Birżebbuġa, Mrieħel, Gżira, Mselliet and Gozo.

SCIENCE

BATS, BIODIVERSITY AND A WHOLE LOT OF FUN

PHOTO: ELISA VON BROCKDORFF

Bats are the protagonists of one of the Science in the City activities being held at the end of the month.

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cience in the City is back on September 27 with a jampacked programme of activities in the streets and squares of Valletta. Among the highlights is a brand new show titled Hanging On by NGO Green House.

In an absolute first for Science and the City, the NGO is combining shadows, acoustics and musical narration to shed light on what it discovered through research about the life of bats.

The performance follows a colony of such creatures in Malta, who band together on a perilous, secret mission. The children will be able to witness their struggles and the peculiar, stranger-than-fiction characteristics of these fluffy, practically blind and highly misunderstood creatures, which flit through our skies at dusk.

Simone Cutajar, president of the NGO, said: “All species are interconnected. They depend on one another to survive.”

Green House aims to educate about these phenomenal organisms by tapping into the audience’s creativity. The children will get the chance to dress up as a bat, join the band and help a hungry pup find food.

“We want children to be active participants,” Ms Cutajar continued. “We want them to decide if the bats should live

or if they should be confined to the annals of history. This is the only way to truly teach children the importance and beauty of biodiversity.”

Green House specialises in data collection driven by Citizen Science. They will be scouting for children and adults who are interested in helping them gather more data about the local wildlife, from bees, bats, orchids and more.

Fighting for the conservation and protection of local habitats requires research, that they can only curate with the help of volunteers. Involving children in such activities from a young age is the best way to ensure they grow up to care for the natural environment and all of its inhabitants.

Another first for the festival is inclusion hour.

Hanging On is starting a bit early for people who find the evening crowds a bit overwhelming, with the first performance being held at De Valette Square at 5.30pm. The audience will be using headphones, so noise will also not be an issue. Although all shows are free of charge, one is encouraged to book if you intend to watch this particular performance.

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SCIENCE

PHOTO: EDWARD ZAMMIT

Other kids’ activities on biodiversity will be held at Science in the City is part of the EU-wide celebration Spazju Kreattiv. − European Researchers’ Night. It is funded by the The Kids Dig Science puppet show Don’t Cut Marie Skłodowska-Curie Actions of the Horizon 2020 The Orchids by Sean Briffa, in collaboration with Programme of the EU and a number of corporate Green House, will be held every hour on the hour sponsors. It is recognised as a festival by Europe for between 6 and 9pm. In the Atrium there will Festivals and Festivals for Europe (EFFE). be ongoing experiments for young children The consortium is led by the University of to help them better understand the Malta, Malta Chamber of Scientists and the research that inspired the show.

University’s Research Trust (RIDT), in partner“We want Also in the Atrium, an exhibition of ship with the Parliamentary Secretary for Fichildren to ceramic plates in the style of ancient nancial Services, Digital Economy and be active Greek vases will be on show. These Innovation, Ministry of Education and Emparticipants” works are inspired by a visit of San ployment, Mcast, Esplora, Jugs Ltd, Studio 7, Anton School students with ecologist BPC International, GSD Marketing Ltd, David Mifsud and Ms Cutajar.

Aquabiotech Ltd, Meusac, PBS, Spazju Kreattiv, The students devised five stories about Valletta Local Council, Malta Council for the creatures they encountered during their Voluntary Sector, More or Less Theatre, Transport site visit.

Malta, Kreattiv and Creative Communities of the Arts The second part of this project will be shown at City Council Malta.

Gate as part of ĊineXjenza. Kenneth Scicluna The full programme can be viewed on worked with the children to create a stop-motion www.scienceinthecity.org.mt. One may follow the animation. This Kreattiv project was led by More or Less festival’s regular updates on www.facebook.com/ Theatre, San Anton School and Seaward films, and ScienceInTheCityMalta. supported by Arts Council Malta.

To find out more about Green House projects, message If that’s still not enough, do visit the rest of the festival the NGO on their Facebook page or send an e-mail on as all stands are presenting activities for all the family. green.uom@gmail.com.

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SCIENCE PHOTO: ELISA VON BROCKDORFF

PHOTO: EDWARD ZAMMIT

EXERCISE

How exercise increases your child’s attention Research suggests that rather than being a distraction, sport and any physical activity can help increase a child’s attention span.

Child looks into these studies. aying attention for a long period of time is not a natural skill. Most people find it hard to focus on one thing for more than 20 minutes; some studies suggest that the average attention span for adults is decreasing.

Being able to pay attention increases your ability to learn new information, to understand a situation accurately and to communicate effectively with others. These are all essential parts of adult life, so it makes sense to teach children how to pay attention.

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But as any parent with a fidgeting child understands, telling them to sit still and listen isn’t enough. In fact, encouraging them to sit still may have the opposite effect.

Research suggests that your child’s attention span can actually increase through physical activity and play.

In a 2003 survey of 500 school teachers, 90 per cent believed that physically active children were better at paying attention. In their experience, children who played actively and who did more exercise were better able to sit still and listen than children who spent more time being sedentary.

You might find it easier to deal with a child who sits down most of the time than with one who is constantly on the move, but teachers suggest that the inactive child will find it harder to learn.

When you are trying to focus on a particular task, you use an area of your brain known as the prefrontal cortex. This is not directly involved in learning a new skill or remembering information. Instead, your prefrontal cortex has the job of

EXERCISE

stopping you getting distracted. It’s the part of the brain that helps you keep your temper when someone annoys you.

In the morning, when your alarm goes off and you would rather stay in bed, it’s your prefrontal cortex that prioritises the inner voice saying: “You have to go to work”. It’s this bit of your brain that controls impulses; when you want to check your social media but instead you get on with your work, that’s your prefrontal cortex in action.

When children pay attention, they are using exactly the same part of their brain. This has been shown on brain scans. If a child in an MRI scanner is asked to do a task that involves ignoring distractions, their prefrontal cortex shows increased activity. So it’s clear that developing this part of the brain will help your child to pay attention.

A 2014 study found that giving children a break from a task and getting them to do 15 minutes of moderate physical activity such as jogging or dribbling and passing a ball increased their ability to concentrate. And a team from the University of Georgia discovered that giving normally inactive children a programme of regular exercise increased the activity in their prefrontal cortex. Being physically active is not just a workout for the body; it also increases the function of this part of your brain.

And the more you use this part of your brain, the more it forms connections and increases in size.

Exercising makes your brain physically different in ways that improve your ability to stay focused and pay attention.

There are psychological benefits to exercise and play too. Children who play physically active games with others rather than sitting alone and occupying themselves are more able to develop good social skills, including being able to listen to others and to think before they act.

“There are psychological benefits to exercise and play too” Experiments with animals have found that if young rats are not able to play, they grow into adults that cannot control their aggressive impulses.

Psychologists believe that a similar process happens with children: physically active play such as chase games or pretend fighting helps to develop essential skills for adulthood.

If your child is able to pay attention, they will learn information more quickly and remember it more accurately. This is obviously an advantage at school, so it makes sense to help your child develop their attention skills. But rather than encouraging them to sit quietly all the time, it’s better for them to do physical activities and to play with others.

This develops the part of their brain that provides impulse control; growing this area of their brain through physical activity will make them more able to concentrate and less likely to be distracted.nanced by the Government of Malta.

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PROMO

DETECTING VISION PROBLEMS vision problem may have a significant impact on a child’s lifestyle and, more importantly, on their education. Hence it is imperative to have your children’s eyes examined by the age of four.

“In addition to being examined for the need for spectacles, a thorough ocular health assessment should be carried out,” optometrist Jerome Gabaretta of Optika Opticians says.

He notes that it is particularly crucial to check a child’s eyesight when there is a family history of vision problems, especially amblyopia (more commonly referred to as ‘lazy eye’) or strabismus (squinting), even if no signs or symptoms are present.

During a routine visit, a refraction and visual acuity assessment is performed in addition to an ocular health examination.

“Our eye care professionals will rely on their objective means of detecting visual issues in addition to subjective responses. This means that the test does not depend only on feedback given by the child but more so on what the practitioner picks up,” Mr Gabaretta points out.

“With younger children, numbers or pictures replace the standard letters in order to make it more age appropriate,” he adds.

Without a routine eye test there is a risk that ocular issues, namely

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“An annual routine check-up is always good practice”

amblyopia or strabismus, may remain undiagnosed until an age where it might be too late to resolve.

“The earlier one detects amblyopia, the greater the success of treatment,” he notes.

There are various methods to treat amblyopia but the most common is with spectacles and, often but not always, the method of patching the good eye for a short period of time.

“Our advice is if you have any doubts, come and speak to our eye care professionals but even if no signs are evident, an annual routine checkup is always good practice,” Mr Gabaretta concludes.

Optika Opticians have three fully equipped clinics in Sliema, Pendergardens in St Julian's and Rabat.

The eyecare professionals offering their service are optometrists Kerstien Gabarretta, Jerome Gabaretta and Lorraine Knight and ophthalmologist Francis Carbonaro.

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PROMO THE MOST COMMON OCULAR CONDITIONS Myopia/short-sighted: This means your child can see objects up close but has difficulty focusing on objects in the distance, for example, TV, whiteboard, etc.

Hyperopia/long-sighted: This means your child’s distance vision is good but they have trouble focusing on objects up close.

Astigmatism: This is a condition whereby your child’s eyes are not perfectly spherical like a football but rather oval-shaped like a rugby ball.

This causes blurring for both distance and reading.

Squint/strabismus: This refers to a misalignment of the eyes (eyes look in different directions).

Colour deficiency: Difficulty seeing colours or distinguishing between different colours. This is more common in boys than girls.

OTHER CONDITIONS Lazy eye/amblyopia: This is where the vision in one eye has not developed fully.

WHAT SHOULD PARENTS LOOK OUT FOR? The following signs may indicate a visual problem: • Sitting very close to the TV; • Holding books or an iPad/mobile phone very close to their face; • Scrunching their eyes or even closing one eye to watch TV or read; • Struggling to see the white board at school (teachers might be able to point this out to parents); • Skipping words or whole lines of text when copying from the white board; • Frequent headaches; • Complaints of blurry vision; • Failure to maintain eye contact; • Poor concentration and frustration in the learning environment; • Excessive rubbing of eyes; • Excessive watering of eyes; • Child avoids reading, writing or drawing due to discomfort.

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NUTRITION

FOSTERING HEALTHY EATING HABITS AMONG TEENAGERS Teenagers are more likely to choose fast food over healthy dishes. Child gives some tips on how parents can entice their children to eat more nutritious meals. he terms ‘teenager’ and ‘healthy diet’ go together all too rarely, but there are ways for parents and teens alike to learn the healthy eating habits that will see them into adulthood and beyond.

Healthy eating does not have to mean sacrificing favourite foods or missing out on the good things in life, but it is important for teens to develop a healthy relationship with the food they eat.

All too often, the teenage years are filled with all manner of junk food, from potato chips and sweets in front of the TV or computer screen to lunch hours and after school time spent at the local fast food establishment. Eating healthy and getting the nutrition needed can be quite a challenge for parents and children alike.

Fortunately, there are steps parents can take to make sure their youngsters get off to a good start each day, and one of the most important of these steps is to serve a healthy breakfast every day.

Many of us these days are so busy and so stressed that breakfast consists of a cup of coffee on the way out the door, but it is important for teenagers to eat a healthy breakfast in order to develop healthy eating habits. No matter how busy the family is, taking a couple of minutes to enjoy a bowl of healthy cereal, or a couple of delicious eggs, is time well spent.

Drinking lots of water throughout the day is another good way to foster

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healthy habits in teenagers and young adults. It is important that the drink of choice be water, not sugary soft drinks or caffeine-laden energy drinks. Sending the teen off to school with a water bottle is a great idea.

It is also a good idea to avoid the use of prepackaged snacks and packaged foods as much as possible. These popular snack products are convenient but they often come loaded with lots of extra sugar, carbohydrates and fat.

In addition, many prepackaged snacks are loaded with sodium, which can encourage water retention, weight

gain and even high blood pressure. It is better to encourage the teen to create his or her own snack packs, using healthy ingredients like fresh fruit, vegetables and healthy, homemade sandwiches.

Exercising self-control is an important skill that every teenager will need to learn as he or she grows and changes, and diet is a good place to start.

The ability to control one’s desires and delay gratification will be important in everything from resisting peer pressure to avoiding smoking and drugs to delaying sexual activity. Starting the teen on the road to good selfcontrol through a healthy diet can thus have benefits that stretch far beyond healthy eating habits.

Of course, a healthy diet can only do so much, and it is important for teens and young adults to become more physically active as well. It is important for parents to encourage their teens to exercise, either through structured exercise programmes, sports or simple play.

Joining a sports team can be a great way for teens to get fit.

“Exercising self-control is an important skill that every teenager will need to learn”

CHiLD SEPTEMBER 2019 39

RecipeS

Tasty and easy lunchbox ideas Preparing a healthy and tasty school lunch for your child on a day-to-day basis can become a challenging task and one may easily run out of ideas. One may, however, find plenty of creative options online. Some dishes can also be made in advance.

Here are a few such recipes courtesy of Ciara Attwell, who runs the blog www.myfussyeater.com.

TOMATO FRITTATA FINGERS Ingredients 4 large eggs 50g grated cheese 1 tbsp plain flour 50g frozen peas ½ tsp dried herbs 6 cherry tomatoes, halved ½ red pepper, finely chopped Method preheat the oven to 180˚c and line an 8x8 inch dish with parchment paper. crack the eggs into a jug and beat lightly with a fork.

Add the grated cheese and flour and mix again.

Add the frozen peas, red pepper and herbs and mix one last time. pour the egg mixture into the baking dish and bake in the oven for 10 minutes.

Remove from the oven and place the cherry tomatoes on top, lightly pressing down into the frittata.

Return to the oven for a further 10 minutes.

Allow to cool for a few minutes before lifting the frittata out by the parchment paper and then cutting into six fingers.

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SALMON, CREAM CHEESE AND SPINACH PINWHEELS Ingredients 1 large flour wrap 1 tbsp cream cheese 75g or 4 slices smoked salmon 40g fresh baby spinach Method Spread the cream cheese on to the wrap and then add the spinach and then layer the salmon on top.

Roll it up tightly and then cut into six pinwheels.

Secure them on to plastic skewers.

RecipeS CHEESE, VEGGIE AND OLIVE HUMMUS WRAP Ingredients For the green hummus 1 can (240g drained weight) chickpeas 100g green olives 3 tbsp olive oil 1 clove garlic 1 tsp lemon juice salt and pepper to taste

SPINACH AND CHEESE SAVOURY MUFFINS Ingredients 2 medium eggs 150ml milk 75g butter, melted 150g grated cheddar cheese ½ red pepper, diced 250g self-raising flour 1 spring onion, chopped 75g fresh baby spinach, chopped ½ vegetable stock cube (can use low or no sodium stock cube) salt and pepper to taste (optional) Method preheat the oven to 180°c and line a muffin tin with 12 muffin cases.

Gently whisk the eggs in a large bowl. Stir in the milk and melted butter. Mix in the grated cheese, spring onion, baby spinach and diced pepper.

Finally, add in the flour, salt and pepper (if using) and crumble in the stock cube and mix just enough until all the ingredients have combined.

Divide the mixture between the 12 muffin cases and bake in the oven for 20-25 minutes until cooked through (a skewer stuck into the middle should come out dry).

These muffins can be frozen once they have cooled completely. To defrost simply leave out for a few hours or overnight.

For the cheese and veggie wraps Round tortilla or sandwich wraps Thinly sliced cheese Lettuce Spiralised carrot Sliced radishes Sliced black olives cherry tomato Thinly sliced cucumber

Method First make the green olive hummus by placing all the ingredients in a food processor or blender and blitzing until well combined. if the mixture is a little too thick, add some water to loosen it.

Spread some hummus on the inside of the wrap and place a large slice of cheese and some lettuce on top. Fold both sides of the wrap until they meet at the front and place on a plate. Secure with a wooden toothpick.

Use the remaining veggies to decorate the wrap.

Add the spiralised carrot for the hair and use the sliced radishes and black olives to make eyes. Use half a cherry tomato to make the nose and a very thin slice of cucumber to make the mouth.

Remove the toothpick and the wrap should stay in place.

Serve with some crudites and the remaining green olive hummus. cHiLD SepTeMBeR 2019 41

PROMO

INCLUSION — BRINGING ABOUT A POSITIVE EDUCATIONAL EXPERIENCE eptember is usually considered the ‘back to school’ month and often brings about different experiences for both parents and children.

Marchita Mangiafico, president of the National Parents’ Society of Persons with Disability, believes every parent − whether their child has a disability or not − feels anxious about the forthcoming scholastic year for various reasons, however, she points out that parents of children with disabilities have to deal with a whole host of issues.

Luckily, the education system provides extra support to students with disabilities. Children who are statemented are usually assigned an LSE, whether on a one-to-one or shared basis. Ideally, parents and children would have the possibility to meet with the LSE beforehand to be able to pass on the necessary information and, most importantly, to ensure that the LSE is knowledgeable of the child’s needs.

With regards to transportation, wheelchair users need special vehicles.

The majority of children would also require supervision while on the school transport, thus having supervisors who are familiar with the child’s needs is essential.

Other matters of concern may include having the appropriate equipment for the children, giving correct medication, building relationships with classmates and being able to follow classes as well as others. Parents also have to ensure that access arrangements for exams are in place.

Turning to inclusion, Ms Mangiafico says it is very sad to hear that students with disabilities are often left to the

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LSE’s responsibility and are not considered part of the teacher’s class. Moreover, she says that not all students with disabilities are able or allowed to participate in all the activities due to lack of physical or sensorial accessibilty.

“Inclusion, hence that all students are treated equally irrespective of their disabilities and abilities, is key to ensuring that students with disabilities get the best experience during their school years,” she says.

Sharing a positive experience in the educational system, she referred to the time when her son attended the San Miguel Primary Education Resource Centre.

“His lessons were adapted according to his abilities and these were presented in various formats. A history lesson would take place in class using visuals or a science lesson would take place in the hydrotherapy pool.

Through this diverse way of teaching, my son and his peers were exposed to all the subjects, including home economics,” she notes.

She also explains that “due to these strategies, children had the possibility to learn about the world around them,

while their rights and dignity were respected at all times”.

Another good practice at this school was that students had the opportunity to visit other mainstream schools and vice-versa.

Ms Mangiafico is adamant that all children, irrespective of their disability, have the right to learn and have the ability to do so, even though, some children take longer than others.

This is why she stresses that schools should be wellequipped to meet everyone’s needs.

She has a number of recommendations for an improved educational experience.

“Parents need to be listened to and it is the duty of the schools’ administration to ensure that parents are provided with all the information about their children and that everything is explained properly,” she says.

Besides, while many schools provide the services of social workers and psychologists, having physiotherapists and occupational therapists as part of the pool of professionals would ensure that the child’s needs are addressed in a holistic manner.

She also claims that: “Communication between professionals is of essence to avoid any confusion. The individual educational plan (IEP) is key and must be carried out at the very start of the scholastic year so that there is adequate time for review and implementation.”

The article was provided by the Parliamentary Secretariat for Persons with Disability and Active Ageing.

THEATRE

All about learning together and having fun Manoel Theatre’s education programme Toi Toi is planning a jam-packed programme for all the family. he Manoel Theatre’s education programme Toi Toi is entering its ninth year this month with an exciting programme planned for the 2019-20 season.

The content for the season builds upon the success of the last eight years; however, it continues to expand its horizons with an inclusive approach to theatre. Toi Toi is all about learning together and having fun, whether that be teachers learning with their pupils or parents learning with their children.

This year the Baby Series is being introduced. It an expansion of the highly popular 022 shows, introducing the arts to babies through a series of six events spread throughout the year.

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Shadow puppetry, baby opera, baby instruments, dance art, storytelling and puppetry all feature in a packed season for young families. The 3+ shows range from Maltese nursery rhymes to Scat, Christmas traditions to Vivaldi’s Four Seasons, Alice in ‘Esploraland’ and the list goes on.

Between February and June 2020, Toi Toi will run five of their shows for children aged 4+ at Esplora Interactive Science Centre in Kalkara. The subjects range in scale but they have one thing in common: science, technology, engineering, the arts and maths aka STEAM. These include Curious Chemistry with Alice and Maths in Music.

THEATRE The Toi Toi team: (from left) Kate Fenech Field, Diane Portelli, Dorian Mallia, Ian Moore, Miguel Rosales and Daniela Said. PHOTOS: JUSTIN MAMO

“A number of artists are returning to educate and inspire audiences”

Older children can expect shows based around curriculum subjects such as an abridged version of Shakespeare’s classic Twelfth Night or an event that takes place just before midnight on November 1, titled Fright Night. Limited tickets are also available for a one-off special peak behind the scenes at the panto, the production this season being FM’s The Little Mermaid.

Season nine features some of Malta’s top actors, musicians and dancers as well as some talented visiting artists from mainland Europe and the UK. A number of artists are returning to educate and inspire audiences, among them Moveo Dance Company and the Valletta International Baroque Ensemble.

The majority of Toi Toi productions are presented to schools. The shows take place during school hours on weekdays, in order to give students the opportunity to experience learning through the arts together. The majority of the school shows are available through the Culture Pass Initiative.

Toi Toi started their youth theatre programme in 2012, Teatru Manoel Youth Theatre (TMYT), offering training to a group of actors aged between 16 and 26. Malta’s leading youth theatre company has devised its own work as well as performing in the Arts Council Production of the Year: HUSH, book by Denise Mulholland, music and lyrics by Luke Saydon.

The group is now under the tutorship of Michael Richardson, a director who has worked with companies such as Glyndebourne, Mid-Wales Opera, CBTO as well as being the regional coordinator for the National Association of Youth Theatres in the UK. TMYT will work with award-winning duo The New Victorians, who will be performing a commissioned work in the spring term. Next summer, the TMYT company members will

experience a crash course in all things theatre from visiting tutors including Chris Gatt, Malcolm Galea, Mikhail Basmadjian, Simone Ellul, Chris Mifsud and Josette Ciappara.

Following on from the success of Babyboomers+, Toi Toi is presenting Songs from Yesteryear, where the older audience can visit the theatre for an informal concert. Audience members are actively encouraged to join in the singing and movement. The first two concerts are taking place on September 18 and 25, with more concerts planned in this series.

On January 26, Toi Toi Baroque Sunday will run as part of the Valletta Baroque Festival. Families can team up for some fun on a treasure hunt all around the theatre, exploring everything baroque! Families can also attend an interactive baroque concert on the same day, learning simple baroque steps with the resident dance experts.

Rosetta Debattista founded the Toi Toi programme in 2011 and, after her departure in 2018, a team of dedicated theatre education specialists have taken up the programme.

Kenneth Zammit Tabona acts as artistic director for the programme, with seven arts educators responsible for creating and delivering events throughout the academic year: drama consultant Ian Moore, dance consultants Dorian Mallia and Diane Portelli, music consultant Daniela Said, baby events coordinator Sean Borg, creative associate Miguel Rosales and Toi Toi executive Kate Fenech Field.

Visit www.teatrumanoel.mt to learn more about the new productions. You can also find Toi Toi on Facebook, Twitter and Instagram. For more information, send an e-mail to education@teatrumanoel.mt or call 2334 7415. For tickets, visit the website or call 2124 6389.

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TOP TIPS

IS YOUR CHILD READY FOR A PET DOG? oo many times parents get a dog for their child for the wrong reason, and that can result in disappointment.

Some children are ready for a pet while others are not. These tips will help you determine if your child is ready for a dog.

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• Dogs are not toys. If your child wants a dog just to play with, he or she is not ready. It’s important for the child to realise the dog needs playtime, exercise, training, good nutrition and grooming. These responsibilities are a major part of dog ownership. Parents will become frustrated when chores associated with the dog are neglected, and your new pet will feel the tension.

• Does your child neglect homework until he or she is nagged to get it done? If the answer is yes, your child needs to conquer the responsibilities already in place before adding more with a dog.

• Does your child play rough with siblings or other children?

Gentleness is key to successful pet ownership for children.

Teach your child to be gentle with other children before considering a dog. It’s not the dog’s responsibility to calm the child down.

46 CHiLD SEPTEMBER 2019

• Does your child have chores he or she does without fussing? Even small chores teach responsibility when they are done consistently. A small child’s chore may be as simple as putting toys in a bin after playing. An older child may set the table, help with dishes, or make the bed each day. Your child may be ready for a pet if you can depend on chores being done every day.

• Your child listens to and understands what you teach them about responsibility. This is important because a dog has needs that must be met. A dog’s drinking dish must always be clean and filled with fresh water. Meals need to be at the same time each day in order for the dog to know it will be regularly fed. Potty training is a top priority the whole family will help with, but when the child is home it becomes his or her responsibility.

• You might try dog-sitting for a friend or relative for a few days to see how your children react to having a dog in the house. You will also get a fair idea of how much time they will spend caring for and playing with the dog.

TOP TIPS

• If you decide to get a dog, look for the right breed. Terriers and poodles have hair which is best if there are any allergies in the family because they don’t shed. Talk to the vet you plan to visit so you know how much you will be investing in yearly check-ups, shots and flea protection.

If you decide you are ready for a dog, check out your local shelters first. You may find a young dog that falls in love with your family right away and is in desperate need of a forever home. Start making regular visits to your local shelters if you don’t feel your child is quite ready so he or she can experience the dogs and learn about the responsibilities of having a pet. Children and dogs make a wonderful combination when they are ready for each other. Prepare your child and then choose the dog together as a family.

CHiLD SEPTEMBER 2019 47

PRoDUCTS & SERVICES

SHOPwINDow Reclining chair for mothers-to-be and more If you are expecting a baby, Fama’s Moonrise chair is just what you need. It will catch your attention but once you try it, you will fall in love with it. This concept of a recliner is different to everything else on the market. Its wide measures offer the possibility of finding a great variety of very comfortable positions such as lying up or on one side, embracing the cushion, etc. In addition, the mechanism is reclining, swivel and rocking. It is also available in XL size, so it is wide enough to share it with someone else. The reclining system works with a remote control and can be stopped in different positions. It also has two independent adjustable headrests.

The full range of Fama sofas and chairs are available from R Living, Mrieħel Bypass, Qormi. For more information, call 2149 9699, send an e-mail to info@rliving.com.mt or visit www.fama.es.

Trendy girls Build her capsule wardrobe with on-trend T-shirts, tunics and essential vests in fun prints and graphics from Next. The shop is replete with sequined tops, slogan tees and checked blouses to create her seasonal look.

Next Malta is now open on Sundays between 10am and 6pm.

The endless benefits of fostering The main aim of the Fostering Service within Aġenzija Appoġġ is to offer a family experience to children who, for specific reasons, cannot live with their biological family.

The benefits of fostering to children are endless. Children are given the opportunity to live within a family environment where they are provided with love, care, security, reassurance and stability. Throughout the fostering placement, children are given various opportunities to develop further their full potential. The service aims at reintegrating the child with the birth parents if this is in the best interest of the same minor.

Interested individuals need to attend the pre-service training which mainly consists of eight sessions held over eight consecutive weeks. Each session is three hours long. After

48 CHiLD SEPTEMBER 2019

the training, the applicant undergoes an assessment carried out by a social worker within the fostering team.

During this assessment the applicant is assessed as to whether or not the individual holds the necessary skills and abilities to foster. After the assessment, a report is compiled and presented to the Fostering Board, which is the entity that decides if a person is to be approved or otherwise.

Individuals, who are interested in becoming foster carers and who would like more information of what the process entails, are encouraged to contact the fostering team on 2295 9000, 9901 0533 or 9955 7704 or leave a private message on the Facebook Page Fostering Service Malta, with their contact details so that they may be contacted back.

PRoDUCTS & SERVICES

Ditch the itch when your kids start scratching, or that dreaded note comes home from school, it’s perfectly normal to get that sinking feeling.

After all, it means spending hours painstakingly combing through your child’s hair on the hunt for those nasty little creatures; or battling with toddlers who are quite happy to let their mop-tops be a hiding place for wildlife.

The good news is, there’s a more convenient way to beat the beasties with Lyclear, the UK’s No. 1 selling head lice treatment. Its double action formula suffocates and dehydrates head lice and their eggs, killing them off and minimising the chances of them reappearing.

But what are head lice? Head lice are insects that love nothing better than setting up home on the scalp, where conditions are just how they like them – warm and humid. The pesky creatures feed on blood from the scalp and even inject a substance to make sure their meal does not start clotting before they have finished eating. This can cause the itching that is often the first sign that they have moved in. once there, head lice are hard to get rid of because the little blighters hold on tightly to the hair – so washing or normal brushing has no effect. what is more, each louse has an adult lifespan of 30 days – and can lay up to 300 eggs in that time!

Lyclear’s non-insecticide range physically blocks the breathing holes (spiracles) of head lice, targeting them with a doublewhammy attack which suffocates and dehydrates them. And to stop the problem coming back, it does the same to the eggs too.

Even better, because of the way it works, there is no way the head lice can become resistant to treatment.

If you want to learn more, visit www.lyclear.co.uk/head-lice-tipsfacts/what-are-head-lice/.

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

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

Visit www.facebook.com/Babylino.Malta/

How nutrition can support your child’s health Malnutrition is very often underrated and like an iceberg, its threat remains hidden under its surface.

It is widely perceived as a condition related with death, which happens for instance during catastrophic events like wars or natural disasters, but for the majority, malnutrition affects a child slowly and silently, by delaying their physical and brain development, causing permanent delays and decreasing the immune system activity.

Indeed, very often, behind a frequent episode of infections, low growth rates, skin problems and poor cognitive development, there is a history of neglected malnutrition.

Malnutrition should not be confused with starvation and scarcity of food, but a complex combination of many factors such as: protein deficiency, fat or carbohydrates or even micronutrients deficiency like vitamin D, calcium, ainc and DHA, and it can come in all sizes. People with malnutrition could be both underweight and overweight. obviously, the majority of cases affect the first group, and eventually may cause a condition called ‘failure to thrive’ or even just a decrease in term of growth, that your paediatrician or paediatric dietitian identify as a negative ‘deviation’ on the growth chart.

The second group does not show signs of stopping growing but still may cause brain development and cognitive system delays.

Malnutrition can also be related to other acute or chronic diseases that may interfere with the nutritional intake, absorption or metabolism of food, like celiac disease, cystic fibrosis, inflammatory bowel diseases, cardiovascular problems, hyperthyroidism or cancer.

As mentioned above, malnutrition causes permanent growth delays.

It is, therefore, crucial to intervene as soon as a symptom is noticed.

Always seek the help of a paediatrician and pediatric dietitian.

Resource Junior is a high-energy 1.5 kcal/ml, ready to drink sip feed for children aged one to 10. It is nutritionally complete and provides the right amount of protein, carbohydrates and fat. It also includes a blend of fat-soluble and water-soluble vitamins, enough to satisfy your child’s requirements and can be used as a supplement or as a sole source of nutrition when needed.

Moreover, it has fibre, which is essential to prevent diarrhoea, to maintain a normal intestinal function and microbiome. It is available in two popular children’s flavours (strawberry and vanilla) to improve the palatability and compliance even in the long term.

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PRoDUCTS & SERVICES

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

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

For more information, visit www.facebook.com/Babylino.Malta/ www.parentchildclub.com.

Stylish and pet-resistant sofas that can last a lifetime

If you’re looking for a family-friendly fabric that can withstand the collateral damage caused by a busy household, the team at Carmelo Delia is proud to announce its new addition: Aquaclean, the revolutionary fabric that allows stains to be cleaned using just water.

Aquaclean’s advanced technology makes fabrics easy to clean with water removing stains such as ballpoint pen ink stains, coffee and wine. Instead of creating a superficial film like other protection systems, Aquaclean protection forms part of the actual fabric, covering it fibre by fibre with an invisible, molecular layer. This makes everyday household stains such as sauce, fat, chocolate, mud and wine much easier to remove, saving you time, money and hassle. one can choose from a wide array of collections and different shades to dress up one’s sofa in any colour – an online 3D simulator can give you an idea of what your chosen fabric would look like in real life.

Recommended for homes with pets, Aquaclean Extreme fabrics have a structure designed to prevent claws from digging into the material, as well as to facilitate cleaning. They are also equipped with a treatment called Safe Front, which helps to ward off harmful bacteria and mites and stops them from increasing in number. The smooth, easy-to-maintain surface also makes pet hair very easy to remove.

The company supports LoiudiceD, a renowned Italian brand that provides top-quality upholstery in terms of durability, style and comfort.

For more information about Aquaclean, contact Carmelo Delia on 2147 2882. One may visit their showroom in Valley Road, Birkirkara, and ask for a demonstration.

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Comfy yoga pants Some things are simply essential during your pregnancy and comfy clothes are definitely on the list. Mothercare’s maternity yoga pants are designed to give one ultimate comfort and are ideal for wearing around the house or for gentle exercise during and after your pregnancy. Made from breathable cotton with added stretch that's 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. once you try them on, they'll be all you want to wear These yoga pants (1 for €20, 2 for €30) are available in black, navy and grey. Available at Mothercare in Sliema, Valletta, Birkirkara, Fgura and Gozo.

Yoghurts made with fruit and vegetables Many parents know how difficult it is to convince their young ones to consume their daily fruit and vegetables. That is why earlier on this year, Benna introduced its Yummy Kids Yogurts, a product range specifically for children aged one and above.

Benna Yummy Kids Yogurts are made with a mix of fruit and vegetables and come in three delicious flavours: banana and kale, strawberry and carrot, apricot and pumpkin.

Apart from being a good source of calcium, Benna Yummy Kids Yogurts are fortified with Vitamin D3 and do not contain any artificial colourings, preservatives or sweeteners. Most importantly, these yoghurts have a low sugar content (less than 10g per 100g), putting them in line with the local health authorities’ and wHo guidelines.

Benna Yummy Kids Yogurts come in a perfect size of 110g and feature an attractive Benna Super Cow on the cup. All the milk used in the production of these yoghurts, as in all other Benna products, is 100 per cent fresh and local.