Milwaukee Family

FALL 2012 Edition

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September 2012

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FALL ISSUE

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Fall 2012

Boy Toys and Girl Toys

Boy

Girl

&

W

By Carol Deprez

e may give lip service to gender equality and tell our children they can do or become anything they’d like, but we still give our sons Matchbox cars and our daughters Barbie dolls.

When my daughter, Kari, was two I made her a dollhouse. It had five rooms, two attic closets, a second floor deck and two wide storage drawers for a base.

It filled her childhood days with traditional feminine play.

Now Kari has a two-year-old son who is captivated by vehicles of all styles and sizes, from his suitcase full of Matchbox cars to his grandpa’s ’66 Corvette. Ben

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is a boy’s boy with masculine toys and roughhousing play, so when he noticed his mom’s dollhouse in a bedroom we use for storage, I hesitated to give him the so-called girlie toy. But the definition of kid is curiosity and Ben’s a kid.

I carried the dollhouse to the living room and opened the drawers to show him where all the parts were stored. He was entertained for hours filling the rooms with the Lilliputian furniture and accessories. It didn’t take Ben very long to discover he could pull the drawers completely out and, voila, the dollhouse suddenly had underground parking, a feature his mom had never discovered - or his Grandma, the builder. Ben made himself, and his cars, at home.

When Kari was about four, I had made her a table with benches and a cupboard for a ceramic tea set that was scaled to her Ginny dolls. Table linens and tiny plastic foods completed the room.

Since the dollhouse was a big hit with Ben, I got out the dining set and asked him to a tea party.

I showed him how his mother had played with it: arranging the dishes on the table, in the cupboard and seating a Ginny on the bench. Ben invited his own guests: his teddy bear, a bunny, Elmo and a bobble-head Albert Einstein. Then he added special guests: his remote control Corvette, Lightning McQueen, and Mater.

Boy toys and girl toys — is there really such a thing?

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Fall 2012

arts

Helps Spark Imagination, Innovation at Schools

By Kim K. Seidel

A

s students return to classrooms this fall, the Wisconsin Arts Board (WAB) has its doors open with opportunities for learning through the arts. “The WAB connects people with resources to activate networks that create opportunities in the arts,” says George Tzougros, executive director. “Our organization can help with funding, contacts and information sharing for those planning arts classes and performances and so much more.”

WAB is the state arts agency responsible for the support and development of the arts. It has an especially strong history upholding traditional arts to preserve the heritage and multiplicity of artistic standards of the state’s cultural groups which students, teachers, schools, families and communities can benefit from WAB, is based in Madison and reaches its work throughout the entire state.

“It’s a good time to go back to school and to incorporate the arts

in all its forms,” Tzougros says.

“The arts can spark imagination, innovation and creativity.”

It’s no secret how important arts is in education; and it’s well-known that in many areas of the state students aren’t meeting standards for math, reading, science and other core subjects. One effective way to improve education is through the arts. By offering students activities they enjoy in the arts, music, dance and theater – they can develop a love for learning, which is critical for success throughout one’s life, he says.

“The future is on us now,” Tzougros says. “We can’t wait for school transformation. The arts can help us now to enhance learning and to help bridge gaps among students.

All schools should have access to art, music, dance and theater.

Those opportunities build self-esteem and a love for learning.”

It’s been long established that sports encourage team building skills. The arts also promote team building, Tzougros says. Students in choir, band and drama learn to Milwaukee Family

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work together for the common goal of a successful performance, just as sports teams do to win a game.

Memorizing facts and taking tests to spit back that knowledge shouldn’t be as important as encouraging students to thrive in today’s “creative economy,” which requires team building, creative thinking and other skills, Tzougros says. “It’s more important for students to take information, synthesize it and to make something new out of it. This is one way to demonstrate their learning.”

It’s challenging to give children the same opportunities. Some students take music and dance outside of school, for instance, while others are unable to afford such instruction. Bringing the arts into the schools offers all children a chance to enjoy the arts. “The arts may be the area where a child shines,” Tzougros says.

Check out some of these WAB programs for your school and community: Artists-in-residency. Artists become part of the school setting to

work with students and teachers across the curriculum. “Having an artist in the schools shows children that artists are real people,” Tzougros says. “Artists are not only those who created famous paintings hundreds of years ago. Artists are alive and thriving right now with us.”

Wisconsin Folks. The Wisconsin Folks website features folk artists, their work and related cultural traditions. It also offers teacher resources to link the content to state academic standards and provides extension materials as well.

With hiring information on more than 70 individual artists and performing groups, schools can directly contact them for programs. “It’s a treasure trove of talent,” Tzougros says, “including musicians, dancers, visual artists, cooks and regional specialists.”

As a great example, Queens of Harmony, women that perform African-American Gospel Music from Milwaukee, have been appearing in schools and events throughout the city and state.

Wisconsin Teachers of Local Culture (WTLC). Traditional arts and practices are turned into curriculum content that meets state academic standards. WTLC offers assistance on local cultural projects and professional development for teachers,

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Milwaukee Family

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Fall 2012

health

Make Sure Kids and Teens Are

FULLY VACCINATED for the School Year

Here are some crucial vaccination tips and facts for parents of older children and teens:

• Check your calendar. When was the last time your child saw a pediatrician? If it’s been over a year, make an appointment as soon as possible. In advance of the appointment, talk with your child and draw up a list of any concerns or questions to discuss with the doctor.

• Store immunization and other medical records in an easily accessible place and be sure to keep the records current. Bring this information to the appointment. When you see your pediatrician, ask directly, “What vaccines does my child need at this time?”

• Be sure to ask about the HPV vaccine, which is recommended for both boys and girls. While protection is most effective for adolescents ages 11 to 13, older teens who haven’t yet received the vaccine will safeguard your teen’s health in the future.

• If financial considerations are preventing you from taking your teen in for visits and

T

he beginning of the school year is a great time to make sure your children’s vaccinations are up-to-date.

Informed parents know that immunizations save lives. But even those who have vaccinated their babies and toddlers dutifully may not be aware that the recommended vaccination schedule continues through the later teen years.

Research published by the American Medical Association found that teenagers age 14 and older were much less likely to see a pediatrician than their younger-adolescent counterparts. But threats to health don’t go away just because children are older.

“We live in a busy world and it’s easy to forget to make appointments for an annual check-up, “ says Dr. Robert W. Block, MD, of the American Academy of Pediatrics (AAP). “Let the new school season be your annual reminder to protect the health of your kids.”

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immunizations, talk with your pediatrician. He or she may be able to point you toward resources that can offset the costs.

• All children ages 11 to 18 should be protected against meningitis, a deadly bacterial infection that’s spread easily in close living quarters. If teens are going to boarding school, college or the military, do not delay giving them the vaccine.

• Every year, more than 200,000 Americans are hospitalized because of the flu and its complications, and 36,000 die. An annual influenza vaccine is an important part of protecting your children. Health authorities including the AAP and the Centers for Disease Control and Prevention recommend an annual flu vaccine for everyone starting at six months of age.

Your children’s health plays an important role in their academic success. Make sure you take steps to keep them safe from life-threatening dangers and prepare for a healthy school year.

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preschool

Getting Your Kids Ready for the

E

By Tawny Maya mccray

ntering preschool or kindergarten is a huge milestone for kids and one for which they should be well-prepared.

For some, it’s the first time they will ever have been in a classroom setting, and it can be an overwhelming experience for them if they’re not ready for it. Here are some ways parents can help their kids get a jump-start on their education and make their transition to school a success.

“For many kids, you’re it; you’re their first teacher,” she says. “Everything is new and scary. School is big. Some (of the kids) are actually runners. They end up escaping and want to run after their parents.”

You can make this transition of your child being away from you easier by leaving him or her with other caregivers, such as grandparents, relatives and friends.

Start by leaving your child for short periods of time, like a hour to go shopping, and build to a longer period of time.

Some ways parents can help their children with separation anxiety, according to an article written by Milwaukee Family

Dr. Lisa Medoff for Education.com, include making kindergarten something to look forward to. Prepare for the big day a few weeks ahead of time, Medoff writes. Post a calendar, and mark off the days as if you are excited about an upcoming holiday or birthday.

Pick out a new lunch or backpack together, and save it for the big day. Plan a special, celebratory breakfast for the first morning.

Another way parents can help their child transition to school is by building his or her social confidence by having your child socialize with other children. Socialization is a skill that has to be gradually learned. If you can introduce your child to the idea of sharing and taking turns before he or she starts school the whole experience will be more enjoyable for all.

Medoff also writes that parents can find out who will be in their children’s classes and arrange for the kids to play together a few times before school starts.

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So when your child begins the school year, he or she will already know someone else in the class. Then, after school begins, plan get-togethers with children from your child’s class after school and on the weekends. Another suggestion is to take your child to visit the school a few times before the first day. Arrange to meet the teacher. Look around the classroom and the school so that your child knows where the bathroom is, where his/her belongings will go, what the playground looks like, etc.

Medoff writes that children pick up cues about how to act from their parents, and if you are positive, calm and optimistic about your child’s going to preschool or kindergarten, then your child will be just fine. So to help keep everyone calm on the first day, you should: • Allow plenty of time. More than likely, your child is not going to want you to just drop him or her off and leave on the first day, especially at preschool, so be prepared to stay until your child is settled.

• Explain to your child that you will be back to pick him or her up after the last activity of the day. To make this more understandable for your child, ask the teacher what the last activity of the day will be.

• If your child cries and won’t let you leave, ask the staff for advice. After all, the staff is trained to deal with these types of circumstances.

• Borrow some books to help. The library has several books you can share with your child about the first day of school. Your librarian can help with suggestions.

Salter says she enjoys the process of watching her students grow and become independent, not only academically but also socially. “There’s something endearing about the children,” she says. “At that age, they’re just like sponges. The amount of growth they show from day one until the end is just tremendous.

I’ve had students who didn’t know how to use a pencil or scissors, and just to see them blossom at the end of the school year is really rewarding. It’s a lot of hard work but so worth it.”

From CREATORS

Milwaukee Family

Wisconsin Woman Magazine

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Fall 2012

elementary

school

A

12:45

5:00 - Piano

s a parent, you may remember your own childhood as being full of bike rides, playing games with the neighborhood kids and afternoons filled with outdoor fun. And yet, when it comes to our own children, we tend to fill their days with activity after activity, making their childhood more hectic and stress-filled. Perhaps we should question whether or not we are putting too much pressure on our children and are they truly enjoying what they are doing?

According to research, our children are under stress sooner than we think. Infants often have to adjust to having different caretakers throughout the day, while toddlers become over-stimulated or frustrated by well-intentioned parents who want to teach them as much as possible. The stress just increases from there.

When children enter school, there is the pressure to perform well academically, especially with the government-mandated standardized testing.

Several studies have shown that at least a quarter of all children suffer from test-related anxiety serious enough to make them physically sick.

Then, after school there is the juggling of homework and activities and sports, which are also becoming more demanding and competitive.

While children used to play basketball or hockey for a few months a year and were able to compete in several sports, today’s athletes concentrate on a single sport year-round and spend hours in the off-season working out in weight rooms, attending camps and playing in summer leagues. The same demand can also be placed in music and the arts. If you want to participate in these activities, especially in high school, you should have been active in these activities throughout your childhood because of the competition is so intense.

All of this pressure and stress are a result of our children not having any time to relax. And while we don’t want to discourage them from being active and doing well in school, we should

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6:30

be concerned about them burning out or missing out on imagination, curiosity and simple fun.

What it comes down to is that the new American norm for our children is daily stress.

And according to Georgia Witkin, PhD, director of The Stress Program at Mount Sinai School of Medicine in New York City, when 724 adolescents, ages nine to 12, were asked what they worried about, one-third of them said school, family and world events, and nearly half had trouble sleeping due to stress.

Why is this reason to be concerned? Because living with constant stress can affect a person’s health. In fact, the Surgeon General has reported that 13 percent of children suffer from stress-related anxiety disorders.

The threat is so serious that some experts want to see stress-management programs to be offered in schools.

Besides busy schedules and the increased pressure to do well in school, our children are also affected by a culture where there’s too much artificial stimulation and too little interaction with parents and siblings. To complicate things even further, kids have a 24-7 lifestyle that precludes any rest or relaxation.

So when children do have time to de-stress, they are turning to electronic diversions such as playing computer or video games and watching action movies that end up stimulating them even more, rather than helping them relax. “Unless kids are in an organized or family activity, they’re doing these things alone,” says Dr. Witkin. “The human connectedness that used to mediate stress isn’t there anymore.”

The other factor is that parents are also running on all cylinders, feeling stress and not finding time to relax. This only worsens the problem for the children. In other words, children are spending less time with their parents, and when they do spend time with them, the kids never get to see their parents relax. “The result is that children don’t have good role models for de-stressing,” said Dr. Witkin.

How do you know if your child may be too stressed?

The warning signs can vary with age. Infants may resist eating, toddlers may have intense temper tantrums and kindergarten and grade-school kids develop insomnia. There may also be other physical consequences of stress, such as the early onset of headaches and stress-induced asthma attacks.

Milwaukee Family

Research has also suggested that stress causes the body to produce chemicals that lead to cravings for sugar and fat, which would increase a child’s risk for diabetes as well as greater risk for becoming overweight. Perhaps this is why the percentage of overweight American children has risen from five to 15 percent in the past three decades. Health experts believe this connection of stress, diabetes and obesity is more than just a coincidence.

And as children age and the challenges become more daunting, some studies have suggested there is an increased risk of abusing alcohol or drugs, suffering from depression or attempting suicide. Some family therapists even worry that today’s stressed-out kids, who have grown up being pressured to overachieve, will grow into confused, alienated young adults whose sense of self-worth only comes from what they do, rather than from who they are.

Parents can help their children by enrolling them in a stress management class that teaches breathing techniques and by making time for their children to relax. In fact, the whole family can relax during the evening and weekends by walking with the dog before or after dinner, playing a board game or simply talking with each other.

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Fall 2012

middle

school Addressing Your Middle School Students Fears

M

iddle school can be a difficult time for most students, as it is a time of transition and many changes. It can also be a time of fear for students, especially that first year as they adjust to a new school. So what might your middle school student possibly be worried about and how can you help? Here is a list of the most common fears: • Combination Locks. Most students have not had a locker with a combination lock until middle school, so their greatest fear is not being able to open their locker to get the materials they need for class.

Buy a combination lock over the summer so your child can practice using it before the school year begins. Also, if possible, see if the school will allow your child to come and try his or her locker.

• Being Late for Class. One of the biggest fears is being punished for being late to class, so students worry about not having enough time between classes to get where they need to be before the bell rings.

Milwaukee Family

First, let your child know that everyone feels this way. Then brainstorm ways to make the process from going from class to class easier by discussing what to do if he or she doesn’t know where a class is, such as asking for help. You may also want to remind your child to save socializing with friends for lunch and after school.

• Not Having Friends. This may seem like a ridiculous fear to some, but for a middle school student making such a big transition that fear is real.

This fear of not being part of the same group as elementary school is based on feelings of insecurity.

It should be noted that middle school is a difficult time especially with the shifting of the so-called social order and the constant rotation of friendships.

As a parent, the best solution to this situation is to be a good listener as your child voices his or her fears.

You may also want to remind your child of the friends he or she does have and how those friends have been there and probably feel the same way.

• Being Too Different. The last thing a middle school student wants to do is to stand out from the crowd. The boys and girls don’t want to be too tall or too short; they want to have the right clothes, shoes and backpack.

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Remember, this is the age when your child is searching for an identity, so whatever you do, do not minimize your child’s fears. Your child’s self-esteem is in question at this time in his or her life due to a combination of hormone activity and brain development. Try to emphasize your child’s positive qualities whenever possible to boost his or her confidence instead.

• Tough Classes. Another big fear of middle school students is not being able to keep up academically. They get nervous about the increased

workload and are concerned their grades may slip.

Yes, there may be an increased workload; however, encourage your child that he or she will be able to handle it. Then, remind your child that if extra help is needed to tell you or the teacher so steps to address the problem can be taken early on to get the extra help he or she needs.

Middle school can be difficult, but with the right encouragement and support, your child will be able to find success.

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Milwaukee Family

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Fall 2012

high

school

Prepping for College: The Process of Getting In

I

By ginny Frizzi

t has been observed that life in general has become more complicated, but this is especially true when it comes to applying for college. This process, which can get complicated and nerve-racking, should begin with the high school student sitting down with his or her parents to clarify objectives, according to Steven Roy Goodman, an educational consultant and the author of College Admissions Together: It Takes a Family.

“This is a very important step,” he says. “You, the student, can’t assume that your parents will agree with you about what you should study or what colleges you should apply to. In fact, your parents may not agree with each other on these points.”

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Topics that should be discussed include possible majors and career interests, whether a liberal arts or career-oriented institution is more appropriate, whether the student will choose a college close to home or across the country and how to maximize financial aid. “You need to flesh out these details before starting the admissions process.

For example, one parent may not believe in women’s colleges, while the other may refuse to pay for a liberal arts education,” Goodman says.

The student and parents should determine what issues they can agree on and what, if anything, is a deal breaker. However, the student must assume the leading role in the college search. “Someone must be the quarterback. Ultimately, the student needs to accept the responsibility for his or her education,” Goodman believes.

Ana Homayoun, founder of Green Ivy Educational Consulting, advises students and parents to work together to develop a list of institutions to which the student will apply. “Make a list in September and the student should be thrilled in April when the admissions letters come out,” she says.

When it comes to completing college applications, many students include long lists of extracurricular and community activities to impress the admissions officer or committee. This, various experts agree, often isn’t as effective as the applicants may think.

It is a mistake for a student to try to present him or herself to the college as a well-rounded individual, Goodman says. “It’s a lopsided world. The days of students dabbling in a long list of clubs so they

can be put on an application are gone,” he says. “I advise students to do what you want to do and do a lot of it.”

A student is better served by exploring a passion or special interest in depth and detailing that on the application, according to former college admissions counselor Whitney Bruce of Accepted. com. “Students miss a valuable opportunity to tell the admissions staff what makes them tick,” she says.

Homayoun cites the example of a student who liked to explore the outdoors and was involved with an Outward Bound program, eventually winning a leadership award.

Homayoun and other consultants also advise students not to overlook work experience. “Students sometimes forget the value of work and what it can provide,” Bruce says. “Someone who mowed lawns during the summer probably learned a lot about running his own business and dealing with people.

This experience could be a good topic for an admissions essay. I advise students to think about what happens outside the classroom.”

Academic performance remains the most important factor when it comes to college admissions, according to Goodman.

“The number one thing that counts is academic performance.

You have to keep up your academic standards,” he says. “The rule of thumb is to take the most rigorous academic load possible without killing yourself.”

Most consultants advise that an individual apply to between seven and 12 colleges. “I suggest that a student put together a balanced Milwaukee Family

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Fall 2012

“Ultimately, the student needs to accept the responsibility for his or her education,” Goodman believes. list of institutions. This might be three of the most selective institutions or those that it would be a stretch for the student to get into,” Bruce says. “Students should apply to three colleges where they have a good chance of being admitted, as well as three safe choices where they are fairly certain of getting in.”

The essay remains an important part of any college application.

According to Bruce, the best essays tell a story and give the admissions committee a better look at the applicant. “The essay is the opportunity to fill a hole. Look at your application and see what information about you might be missing,” she says.

Homayoun recommends that, beginning in September, students devote two hours a day to working on their college applications. “If they set aside a block of time each day and keep to the schedule, they should be done with their applications by Thanksgiving,” she says.

“It also helps decrease the stress involved with the whole process.”

From CREATORS

college

MAJOR FAMILY EVENT

Sending Your

Child to

College is a

L

By Cyndi Strayer

The Parents’ Role

eaving for college can be an exciting time in your child’s life, but it can also be difficult and challenging as well.

And as parents, you, too, are probably going to be experiencing some mixed emotions. While you are proud of your child’s move toward achieving his or her dreams, you are also sad to see your child leave.

While some parents leave their student at the front door of college and let their child fend for him or herself, other parents hover and continue to take care of their child’s every need, including filling out housing forms and running interference whenever the student faces a problem. Whatever your parenting style or choice is, studies show the best way to help your student is to find common ground in the middle of those The First Year When students to go away to college, they go two different parenting styles.

New students need the continued love and support through a variety of feelings and emotions during their first year. The experience typically goes from ex- of their parents. They also need to be able to turn to citement, to frustration, to homesickness and loneli- their parents when they struggle or when a problem ness. Despite these phases, most students are able to occurs. However, with that said, students also need to make decisions for themselves and struggle with the adapt to the new environment. complexities of living within a community away from home.

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The truth is, your child may get frustrated and stumble along the way as he or she makes academic and personal decisions, but that is just part of growing up and becoming an adult. And although it will not be easy, sometimes, as a parent, you will need to let your child work through these decisions using college resources instead of family resources. Your new role is to listen, be attentive and supportive; it is not your job to fix it. Letting go will enable your child to grow and develop into the mature adult you want him or her to become.

Tips To Solve

Dorm Room Dilemmas

From tiny closets to rude roommates, dormitory living can have its pitfalls. But students can get a handle on some dorm room dilemmas even before setting foot on campus this fall by: 1. Avoiding the purchase of items the school provides or prohibits. Check with your college or university as to what and what is not allowed in the dormitories.

2. Maximizing space. Because space is limited in the dorms, create space under the bed, over the door and in the closet. Bed risers, storage cubes and rolling drawer carts are simple ways to cram all that stuff in small spaces. You can also use double hanging rods and ultra slim hangers with accessory bars to help maximize closets.

3. Preparing for the lines in the community bathroom. Students should never keep showering until the last minute. Use a shower caddy to easily transport toiletries down the hall. Remember, this isn’t a private spa, bring a bathrobe and flip flops for trips to the shower.

4. Creating a warm, comfortable place to sleep and study. A great night’s sleep is crucial to a young scholar. Night owls and morning larks alike will find a friend in earplugs and sleep masks to shut out light and sound from roommates. You can also upgrade a drab room and the school-issued bed by layering on a stylish comforter set and adding support to a standard six-inch mattress with a memory foam topper or featherbed.

5. Remembering your technology needs. The number of outlets is limited in most dorm rooms, so consider streamlining with multi-purpose gadgets. You can create your own multiple outlet access with an adjustable surge protector.

1.

Things You Can Do to Help Prepare Your Student

The best thing you can do as a parent is to make sure your child is able to manage the daily and longer-term tasks of college life and beyond. Hopefully, you have already taught your child some of these skills; if not, encourage your child to learn to: • Do laundry and clean their living space.

• Manage financial affairs. This includes budgeting, keeping track of credit card spending and ATM withdrawals, balancing his or her checkbook and comparison-shopping for personal necessities.

• Make his or her own appointments, complete own paperwork and contact offices for information.

• Manage personal affairs, such as getting up in the morning, managing time, taking care of his or her health and well-being.

• Make his or her own decisions and manage the consequences.

3.

What You, as a Parent, May Be Experiencing

4.

Parenting is challenging work, and the role of parent is constantly changing as your children grow. However, probably the biggest adjustment for parents of college students is parenting at a distance. After reviewing several sources, the issues that seem to be the most challenging for parents of college students are: • Missing their child.

• Deciding what the right level of response should be from a distance when a problem occurs (In other words, does the issue require me to act beyond simply being a good listener and offering supportive advice?).

• Less communicating with their son or daughter.

• Seeing the child struggle in a new life.

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the

OVER HOMEWORK with Good Study Habits and Tutoring

A

By Cyndi Strayer

s a new school year begins, many parents dread the battle over homework.

Parents know that if left to their own devices, their children would not do their homework. They would rather be playing video games, texting their friends or doing something outside; and so, you, as a parent, feel like you have to negotiate and nag your child to do his or her homework.

Unfortunately, in the eyes of your child, you look like the homework police.

My own philosophy on the subject has been to ask my children if they have homework and later ask whether or not it is done, but I nev-

er push or watch over their shoulders because I believe this is their responsibility. And if they do not complete their work, then they will have to deal with the consequences at school.

While some of you just cringed at this thought, I believe that approaching homework in this manner helps my children become more responsible and independent. And besides, when they receive good grades, they know they accomplished those grades on their own.

But no matter what your approach to homework may be, homework is a serious concern for both you and your child. And when they need help, we should be there to support and encourage our children in any way we can.

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You can do this by helping your child develop good study habits, which is probably the most important skill your child can learn.

To study effectively, your child should be encouraged to take notes in class, to read for content, listen actively and to study for exams.

These are skills that will help your child in school and beyond.

Two key things you can do to help your child develop good study habits is to:

• Develop a study environment. Set up a place with a table or desk that is free of distractions. You may want to also include school supplies, such as pencils,

If the homework battles become too much for you pens, erasers, calculator, etc., so your child can to handle on your own, consider finding a tutor for sit down and get right to work. your child. A tutor can also help your child develop • Keep track of assignments. Set up a sys- good study habits by teaching them the best study tem with your child to help him or her keep methods for him or her. track of daily assignments, such as using an asSome signs your child may need a tutor include: signment notebook for daily assignments and he/she is losing interest in learning; your child is struga calendar to keep track of longer projects and gling to focus on reading or homework; your child is exam dates. receiving low-test scores or your child is suffering from However, what do you do if homework is ending low self-esteem. in tears every night? This may mean it is time to take further steps to help your child figure out why this is happening. You may want to ask other parents and teachers if your child is the only one having trouble? Is this just a temporary problem because your child does GET HEAD OF THE CLASS not understanding the math this week?

Teachers can be especially helpful when it comes to troubleshooting problems. Your child’s teacher may Personalized & Affordable Sessions be able to recommend an individualized educational Test prep, skills & strategies plan for your child, which may include scaled down All Subjects, All Ages assignments, longer deadlines or alternative assignments suited to your child’s learning style. Of course, Remember “We Make House Calls!” this will depend on the teacher and the school’s policies. www.tutordoctorlakecountry.com

262-326-5014

When we invest in our young children, we change the future.

Every year over 5 million children under the age of 5 are at risk of developmental delays and disabilities.

See if your child is developing on target by taking our free online Ages & Stages Questionnaires®

at www.MaketheFirstFiveCount.org

Your results will help you see if your child’s developmental progress is on target and alert you to concerns that you can talk over with your health care provider or one of our Easter Seals early intervention specialists.

Early intervention can have a positive impact on your child’s future. Let Easter Seals connect your child to a world of possibilites!

If you suspect your child may have autism or is not developing on target, follow your instincts and contact an Easter Seals autism expert at 414-449-4444 mention “Children Services.”

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calendar August

Children’s Eye Health & Safety Month National Panini Month Get Ready for Kindergarten Month Happiness Happens Month National Immunization Awareness Month Stone-Peridot Flower-Gladiolus

Days 1 4 5 11 20 24 30

Spiderman Day National Doll Day

National Waffle Day Toasted Marshmallow Day

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

August 22

Road Trip America Betty Brinn Children’s Museum Move to the music across America! Find adventure through stories, music and movement activities that highlight geography, history and fun facts from coast to coast. (414) 390-KIDS (5437).

August 25

Take your kids to the beach. Bradford Beach is free and open to all.

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611

1-7 National Nutrition Week 3 Labor Day 7 Grandma Moses Day 9 National Grandparents’ Day 13 International Chocolate Day

Cupcake Day

Ponding Fever Schlitz Audubon Nature Center Get outside and explore the awesome wetlands. (414) 352-2880 ext. O to register.

August 27

Stone-Sapphire Flower-Aster

National Garage Sale Day

August 21

Adventure Dinosaur!

Special Exhibit - Milwaukee County Zoo Visit a tropical, outdoor habitat and see more than 20 realistic, life-size robotic recreations of the dinosaurs that roamed the earth 150 million years ago. $2.50 exhibit fee. Through September 3.

September

National Chocolate Chip Day

August 20

August 26

17-23

19 22 26 29

Constitution Week Talk Like a Pirate Day R.E.A.D. in America Day Johnny Appleseed Day National Museum Day

September 1-2

Revolutionary War Event Pioneer Village, 4880 Hwy County I, Saukville Re-enactment and Encampment.

Battles on Saturday and Sunday at 11am and 4pm. Food and beverages available. (262) 377-4510 or www.co.ozaukee.wi.us/OCHS.

September 3 Labor Day!

Family Farm Weekend Milwaukee County Zoo Inspired by Wisconsin’s rich farming heritage, this festival includes a children’s tractor-pull contest, cook-

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September 9

Milwaukee Public Museum - free for Grandparents - be prepared to show proof of County residency. www.mpm.edu.

September 10

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

September 14 - 16

North Prairie Harvest Fest Veterans Park, Hwy 59, North Prairie Food, music, carnival rides, fireworks (Sept. 15) parade on Sept. 16. www.northprairie.net.

September 15-16

40th Annual Wine & Harvest Festival Downtown Cedarburg Quilts & Fiber Arts and activities for kids make this a must for a beautiful fall getaway.

September 17

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

September 20

Betty Brinn Children’s Museum 929 E. Wisconsin Avenue Free admission for all visitors, courtesy of US Bank & FOX 6, along with free program, Backto-School Resource Fair, 5 - 8 p.m. (414) 390-KIDS (5437).

September 24

September 8 & 9

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ing demonstrations and down-home entertainment! milwaukeezoo.org.

Fall 2012

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

September 28

October 15

October 29

October

October 18

October 31

The Racine Art Museum Free First Fridays - Free admission to everyone the first Friday of every month! ramart.org.

Adopt a Shelter Dog Month Dyslexia Awareness Month Stone-Opal Flower-Snapdragon

4 9 10 26 28 31

Cinnamon Roll Day National Chess Day Stop Bullying Day Frankenstein Friday National Chocolates Day Beggars’ Night

Milwaukee County Museum Free Mondays for Milwaukee County residents be prepared to show proof of County residency. mpm.edu.

Betty Brinn Children’s Museum US Bank & Fox 6 Neighborhood Night Enjoy FREE admission for all visitors.

5 - 8 p.m. www.bbcmkids.org.

October 19

Big the Musical First Stage Children’s Theater Come see this new version of the Tony®-award nominated musical comedy, created just for our family audiences.

For everyone ages 7 & up. Through November 11. www.firststage.org.

October 1

Oct 19 & 20

Mitchell Park Domes Free admission to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

Boo at the Zoo Milwaukee County Zoo Tiny ghosts and goblins are invited to enjoy a host of Halloween festivities including a Halloween maze and colorful crafts, 6 p.m. to 9 p.m.

October 6 - 7

October 22

Civil War Encampment Trimborn Farm, 8881 West Grange Ave., Greendale Step into the world of Confederate and Union soldiers, artillery, cavalry, sutlers and civilians. 10:00 a.m. to 4:00 p.m., (414) 273-8288.

Mitchell Park Domes Free to all Milwaukee County Residents with proof of residency on Mondays 9 a.m.-noon, excluding major holidays and celebrations of major holidays. (414) 257-5611.

October 8

Not-So-Scary Halloween Betty Brinn Children’s Museum 4:00 - 8:00 p.m. For details, visit bbcmkids.org.

Milwaukee County Museum Free Mondays for Milwaukee County residents. Be prepared to show proof of County residency. mpm.edu.

October 13 & 14

Oktoberfest Cedar Creek Park, Cedarburg Activities for the kids will keep the youngsters happy. Delicious German foods, desserts and specialty beers will be featured throughout the park.

October 25 & 26

October 26 & 27

Halloween Trick-or-Treat Spooktacular Milwaukee County Zoo Trick-or-treat at the Zoo! Ride the Ravens Rail, march in the costume parade and catch the light show. Oct. 26, 6 p.m. to 9 p.m.; Oct. 27, 9 a.m. to 9 p.m.

October 27

Halloween Adventure Schlitz Audubon Nature Center Games, crafts, a movie, live birds of prey, hikes and more.

4 - 8 p.m. (414) 352-2880.

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Milwaukee County Museum Mondays – Free for Milwaukee County residents be prepared to show proof of County residency. mpm.edu.

Have a safe & scary Halloween!

• cont. from page 7

including an annual cultural tour of the state. “Wisconsin culture is happening right now – it’s not something that occurred in the past or we’re waiting for in the future,” Tzougros says.

Creative Communities Program (CCP). The Creative Communities Program (CCP) encourages art education and community arts development. It provides support for projects that further the WAB’s goals in arts education, folk and traditional arts and local arts.

Wisconsin Weather Stories.

This project provides units for students in kindergarten through grade 12 on the science and stories of local weather. It’s an interdisciplinary curriculum produced through a variety of sources, including atmospheric scientists, folklorists and teachers.

“If we are going to have a better future than the one we have now,” Tzougros says. “We need to be at the top of our game in imagination. The key to this success is in our children.

Kids are our renewable resource.”

WAB programs and contacts can be found at the organization’s website: http://artsboard.wisconsin. gov.

Kim K. Seidel is an award-winning writer and editor, wife, and mother of two daughters in Wisconsin. For more information, visit www.seidelink.com.

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