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TECHNOLOGY AND LIVING EDUCATION Marriage Marriage is the process by which two people make their relationship public, official, and permanent. It is the joining of two people in a bond that putatively lasts until death, but in practice is increasingly cut short by divorce. Of course, over the course of a relationship that can last as many as seven or eight decades, a lot happens.

Personalities change, bodies age, and romantic love waxes and wanes. And no marriage is free of conflict. What enables a couple to endure is how they handle that conflict. So how do you manage the problems that inevitably arise? And how can you keep the spark alive? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Filipino Culture Filipino Family Values 

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The family is the center of the social structure and includes the nuclear family, aunts, uncles, grandparents, cousins and honorary relations such as godparents, sponsors, and close family friends often called aunts and uncles though they are not.

People get strength and stability from their family. As such, many children have several godparents, the more the better.

Concern for the extended family is seen in the patronage provided to family members when they seek employment.

It is common for members of the same family to work for the same company, more likely than not. Jobs are hart to get and you can trust you relatives almost always.

In fact, many collective bargaining agreements state that preferential hiring will be given to family members.

Filipino Concept of Shame   

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Hiya is shame and is a motivating factor behind behaviour.

It is a sense of social propriety and conforming to societal norms of behaviour.

Filipinos believe they must live up to the accepted standards of behaviour and if they fail to do so they bring shame not only upon themselves, but also upon their family.

One indication of this might be a willingness to spend more than they can afford on a party rather than be shamed by their economic circumstances.

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If someone is publicly embarrassed, criticized, or does not live up to expectations, they feel shame and lose self-esteem.

General Etiquette & Protocol Guidelines Meeting Etiquette

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Initial greetings are formal and follow a set protocol of greeting the eldest or most important person first.

A handshake, with a welcoming smile, is the standard greeting.

Close female friends may hug and kiss when they meet.

Use academic, professional, or honorific titles and the person's surname until you are invited to use their first name, or even more frequently, their nickname.

Gift Giving Etiquette

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If you are invited to a Filipino home for dinner bring sweets or flowers to the hosts.

If you give flowers, avoid chrysanthemums and white lilies.

You may send a fruit basket after the event as a thank you but not before or at the event, as it could be interpreted as meaning you do not think that the host will provide sufficient hospitality.

Wrap gifts elegantly as presentation is important. There are no color restrictions as to wrapping paper.

Gifts are not opened when received.

Dining Etiquette

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If you are invited to a Filipino's house: It is best to arrive 15 to 30 minutes later than invited for a large party.

Never refer to your host's wife as the hostess. This has a different meaning in the Philippines.

Dress well. Appearances matter and you will be judged on how you dress.

Compliment the hostess on the house.

Send a handwritten thank you note to the hosts in the week following the dinner or party. It shows that you have class.

Table manners:

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Wait to be asked several times before moving into the dining room or helping yourself to food.

Wait to be told where to sit. There may be a seating plan.

Do not start eating until the host invites you to do so.

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Meals are often served family- style or are buffets where you serve yourself.

A fork and spoon are the typical eating utensils.

Hold the fork in the left hand and use it to guide food to the spoon in your right hand.

Whether you should leave some food on your plate or finish everything is a matter of personal preference rather than culture-driven.

Business Etiquette Basics Relationships & Communication

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Filipinos thrive on interpersonal relationships, so it is advisable to be introduced by a third party.

It is crucial to network and build up a cadre of business associates you can call upon for assistance in the future.

Business relationships are personal relationships, which mean you may be asked to do favours for colleagues, and they will fully expect you to ask them for favours in return.

Once a relationship has been developed it is with you personally, not necessarily with the company you represent.

Therefore, if you leave the company, your replacement will need to build their own relationship.

Presenting the proper image will facilitate building business relationships. Dress conservatively and well at all times.

Business Meeting Etiquette

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Appointments are required and should be made 3 to 4 weeks in advance.

It is a good idea to reconfirm a few days prior to the meeting, as situations may change.

Avoid scheduling meetings the week before Easter.

Punctuality is expected. For the most part your Filipino colleagues will be punctual as well.

Face-to-face meetings are preferred to other, more impersonal methods such as the telephone, fax, letter or email.

Send an agenda and informational materials in advance of the meeting so your colleagues may prepare for the discussion.

The actual decision maker may not be at the meeting.

Avoid making exaggerated claims.

Always accept any offer of food or drink. If you turn down offers of hospitality, your colleagues lose face.

It is important to remain for the period of social conversation at the end of the meeting.

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Business Negotiation         

You may never actually meet with the decision maker or it may take several visits to do so.

Decisions are made at the top of the company.

Filipinos avoid confrontation if at all possible. It is difficult for them to say 'no'.

Likewise, their 'yes' may merely mean 'perhaps'.

At each stage of the negotiation, try to get agreements in writing to avoid confusion or misinterpretation.

If you raise your voice or lose your temper, you lose face.

Filipinos do business with people more than companies. If you change representatives during negotiations, you may have to start over.

Negotiations may be relatively slow. Most processes take a long time because group consensus is necessary.

Decisions are often reached on the basis of feelings rather than facts, which is why it is imperative to develop a broad network of personal relationships.

Do not remove your suit jacket unless the most important Filipino does.

Dress Etiquette

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Business attire is conservative.

Men should wear a dark coloured, conservative business suit, at least for the initial meeting.

Women should wear a conservative suit, a skirt and blouse, or a dress.

Women's clothing may be brightly coloured as long as it is of good quality and well tailored.

Appearances matter and visitors should dress well.

Business Cards

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You should offer your business card first.

Make sure your business card includes your title.

Present and receive business cards with two hands so that it is readable to the recipient.

Examine the card briefly before putting it in your business card case.

Some senior level executives only give business cards to those of similar rank.

Family It is believed that young people should not marry before they have completed some kind of educational preparation for a career so that they will be economically selfsufficient. They also should be sufficiently mature to assume the responsibilities of YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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raising a family. The typical age for marriage is thus 20-25 years for Filipino women and 25-30 years for men. Once married, Filipinos are expected to start their families within a year or so. The birth of a child fixes the ties between the married couple's respective families. The bond of marriage also is considered permanent; Catholicism and Philippine law prohibit divorce except among Muslims and some unassimilated groups (PAPEP, 1982).

Although the father may be ostensibly perceived as the main authority figure in the nuclear family, the mother has considerable authority and influence. She generally controls the finances, may work full time (even with many children at home), and earns as much as or more than half the family income. Women enjoy high status in the family and in the society at large. Bilateral lineage attests to this higher status of Filipinas compared with women in more patriarchal Asian countries. The long accepted phenomenon of the "working mother" in the Philippines thus does not pose a drastic role change as it does for other recent Asian immigrant families in the United States (PAPEP, 1982).

Egalitarian roles and relationships between men and women are further reflected in family decision making processes. Family authority is based on respect for age, regardless of sex. Family decisions are made only after a consensus has been reached to ensure that the ultimate decision will be representative of and acted on by all family members. Family disagreements are avoided, if possible; when disagreements do occur, they are kept strictly within the family (PAPEP, 1982).

Children are the center of the parent's concerns. They are viewed as an extension of the family and recipients of the family's good fortune. Many adults may assume responsibility for a child within a family but do not strictly adhere to the Confucian expectation of unquestioning child obedience. Parents are expected to persuade a child to accept their point of view, rather than impose their authority on the child without consideration for the child's preferences or wishes. The child, in turn, is expected to show proper respect and obedience, to compromise, and to maintain good relationships with all other family members (PAPEP, 1982).

The receiver oriented and relatively indirect style of most Asian languages is characteristic of communication patterns. These patterns are integrally related to primary values such as family, authority, interpersonal harmony, concern for others' well-being, and the importance of "saving face." Similar to other Asian ethnic groups, Filipinos typically employ formality and honorific language that conveys proper respect for authority, status, and positions by terms of address and titles. For example, a physician or a lawyer will continue to be addressed as "Dr. Cruz" or "Attorney Ramos" by clients, friends, and colleagues well after more personalized and informal relationships have been established (in contrast to the American tendency to move more rapidly toward a first name basis) (Santos, 1983).

Respect for authority and concern for "face-saving" further reinforce the frequent use YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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of euphemisms, third parties, and saying "yes" when the opposite is meant (Santos, 1983). Filipinos often will go to great lengths to avoid making a direct appeal when they have encountered a problem or wish to convey an important request. They instead prefer to introduce a go between "to cushion the transaction and escape the embarrassment that might result from presenting the matter face-to-face with the other person" (Gochenour, 1990, p. 50). In their wish to be accommodating, Filipinos also may find it impolite or embarrassing to decline social invitations or to respond directly to other requests that might elicit a negative answer or contrary opinion. Although apparently concurring in some manner (through failure to express or defend an alternative point of view) or ostensibly indicating agreement, Filipinos may actually be privately opposed to the issue or question at hand. They generally will make an ambiguous statement rather than say "No," or say "Yes," but mean "No," "Maybe," or "I don't know." They find it hard to reject or disagree, especially when conversing with someone considered superior. When they feel the truth will offend or embarrass, they answer indirectly. The purpose of an evasive reply is not to deceive but to please or avoid confrontation (Harper & Fullerton, 1994). Thus, as a result of values such as paki kisama and amor propio, mistakes will go unmentioned, questions unasked, and issues unsettled (PAPEP, 1982). This communication style obviously may challenge a more Eurocentric orientation that values frankness, directness, honesty, and sincerity and potentially contributes to a perception of Filipinos as being two-faced (Gochenour, 1990).

Consistent with other high context cultures, Filipinos have a highly developed sensitivity to the nonverbal aspects of communication (Gochenour, 1990). Filipinos are considerably less dependent on spoken words than are European Americans; they watch their listeners carefully and identify body language cues to assess what the person is feeling. The essence of this more intuitive and affective sense that guides nonverbal communication is captured in the phrase "talking with one's eyes" (PAPEP, 1982). Pilipino sensitivity to context thus "extends from a keen awareness of appropriate speech and behaviour in a given situation to a well developed instinct for what is implied and not stated" (Gochenour, 1990, p. 61). This sensitivity is further complemented by a high tolerance for ambiguity that enables Filipinos to respond calmly to uncertainty or lack of information. Again, however, this orientation may conflict with the characteristically Eurocentric utilitarian emphasis on forthrightness and achieving and results in the least amount of time (Gochenour, 1990).

From ditching worries to imagining your future as a parent, get yourself into mum mode while you're pregnant The signs you‘re about to become a responsible parent can‘t be denied - your bump is expanding week by week and your baby‘s kicks are getting stronger. But it can be trickier to get your head around the prospect.

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‗Getting mentally prepared for motherhood is a big step, and one that involves a steady series of changes throughout pregnancy and in the first few weeks of your baby‘s life,‘ says doula and psychologist Mia Scotland. ‗At times, you may be confident and excited, but it‘s also normal to be worried, unsure, even in denial. It‘s all part of the process of preparing for this change in your life.‘ Get ready to move your mind-set to new mum.

DITCH THE STRESS Managing your finances, preparing to leave work or wondering if you‘ll see your toes again – all can be big worries, but it‘s important you stay calm.

A recent study found stress could hinder some of the brain benefits that occur in pregnancy, such as being better at multi-tasking. ‗Whenever you catch yourself feeling stressed, focus on yourself,‘ says Mia. ‗Have a treat, such as a facial, massage or warm bath. Taking care of yourself is as important as taking care of your baby, and will help you to adapt to motherhood.‘ KNOW YOUR STUFF Your body‘s gone through lots of changes in the last few months and now, as you enter the last stretch of pregnancy, these will become even more apparent.

Suddenly, it becomes clear that your expanding curves have a great function – to grow, then feed your baby. ‗These changes are happening so your body is prepared for birth and motherhood,‘ says Mia. ‗Antenatal classes also provide information on the birth and teach you useful babycare skills, so you‘ll feel more prepared for becoming a mum.‘ USE YOUR IMAGINATION You may find it hard to connect your pregnant belly – even when it wriggles and hiccups – with the tiny, crying person you‘ll soon have to care for. ‗Imagine yourself seeing, holding and cuddling your baby,‘ says Mia. ‗Looking at your scan photos and cute baby videos online can help you visualise your new life. It can seem surreal that it‘s really your baby inside you, but picturing yourself as a mum can speed up the adjustment process.‘ The Growing Child Growth not only involves length and weight of a body, but also includes internal growth and development. A child's brain will grow the most during the first five years of life, reaching 90 percent of its final size. Growth also affects different parts of the body at different rates; the head reaches almost its entire size by age 1. Throughout childhood, a child's body becomes more proportional to other parts of his or her body. Growth is complete between the ages of 16 and 18, at which time the growing ends of bones fuse.

How much will my baby grow?

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is normal in the first two to three days after birth. However, the baby should have gained this back and be at his or her birthweight by about two weeks. While all babies may grow at a different rate, the following indicates the average for boys and girls up to 1 month of age:

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Weight: after the first two weeks, should gain about 1 ounce each day Average length at birth: 20 inches for boys 19 3/4 inches for girls Average length at one month: 21 1/2 inches for boys 21 inches for girls Head size: increases to slightly less than 1 inch more than birth measurement by the end of the first month What can my baby do at this age?

Although a newborn spends about 16 hours a day sleeping, the time a baby is awake can be busy. Much of a newborn's movements and activity are reflexes or involuntary--the baby does not purposefully make these movements. As the nervous system begins to mature, these reflexes give way to purposeful behaviors.

Reflexes in newborns include the following: Root reflex. This reflex occurs when the corner of the baby's mouth is stroked or touched. The baby will turn his or her head and opens his or her mouth to follow and "root" in the direction of the stroking. The root reflex helps the baby find the breast or bottle.

Suck reflex. When the roof of the baby's mouth is touched with the breast or bottle nipple, the baby will begin to suck. This reflex does not begin until about the 32nd week of pregnancy and is not fully developed until about 36 weeks. Premature babies may have a weak or immature sucking ability, because they are born prior to the development of this reflex. Babies also have a hand-to-mouth reflex that accompanies rooting and sucking and may suck on their fingers or hands.

Moro reflex. The Moro reflex is often called a startle reflex because it usually occurs when a baby is startled by a loud sound or movement. In response to the sound, the baby throws back his or her head, throws out his or her arms and legs, cries, then YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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pulls his or her arms and legs back in. Sometimes, a baby's own cries can startle him or her, initiating this reflex. The Moro reflex lasts until the baby is about 5 to 6 months old.

Tonic neck reflex. When a baby's head is turned to one side, the arm on that side stretches out and the opposite arm bends up at the elbow. This is often called the "fencing" position. The tonic neck reflex lasts until the baby is about 6 to 7 months old.

Grasp reflex. With the grasp reflex, stroking the palm of a baby's hand causes the baby to close his or her fingers in a grasp. The grasp reflex lasts only a couple of months and is stronger in premature babies.

Babinski reflex. With the Babinski reflex, when the sole of the foot is firmly stroked, the big toe bends back toward the top of the foot and the other toes fan out. This is a normal reflex until the child is about 2 years old.

Step reflex. This reflex is also called the walking or dance reflex because a baby appears to take steps or dance when held upright with his or her feet touching a solid surface.

Newborn babies not only have unique reflexes, but also have a number of physical characteristics and behaviors that include the following: Head sags when lifted up, needs to be supported Turns head from side to side when lying on his or her stomach Eyes are sometimes uncoordinated, may look cross-eyed Initially fixes eyes on a face or light then begins to follow a moving object Beginning to lift head when lying on stomach Jerky, erratic movements Moves hands to mouth What can my baby say?

At this early age, crying is a baby's only form of communication. At first, all of a baby's cries sound similar, but parents soon recognize different types of cries for hunger, discomfort, frustration, fatigue, and even loneliness. Sometimes, a baby's cries can easily be answered with a feeding, or a diaper change. Other times, the cause of the crying can be a mystery and crying stops as quickly as it begins.

Regardless of the cause, responding to your baby's cries with a comforting touch and words are essential in helping your baby learn to trust you and rely on you for love and security. You may also use warmth and rocking movements to comfort your baby.

What does my baby understand?

You may find that your baby responds in many ways, including the following: Startles at loud noises Looks at faces and pictures with contrasting black and white images Gives attention to voices, may turn to a sound Hints of a smile, especially during sleep

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How to help increase your baby's development and emotional security Young babies need the security of a parent's arms, and they understand the reassurance and comfort of your voice, tone, and emotions. Consider the following as ways to foster the emotional security of your newborn: Hold your baby face to face.

Talk in a soothing tone and let your baby hear your affectionate and friendly voice.

Sing to your baby.

Walk with your baby in a sling, carrier, or a stroller.

Swaddle your baby in a soft blanket to help him or her feel secure and prevent startling by the baby's own movements.

Rock your baby in a rhythmic, gentle motion.

Respond quickly to your baby's cries.

The Growing Child: 1 to 3 Months How much will my baby grow?

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While all babies may grow at a different rate, the following indicates the average for boys and girls 1 to 3 months of age: Weight: average gain of about 1½ to 2 pounds each month Height: average growth of over 1 inch each month Head size: average growth of about ½ inch each month What can my baby do at this age?

As your baby begins to grow, you will notice new and exciting abilities that develop.

Babies at this age begin to relax the tight muscle tone of newborns and begin extending their arms and legs more. While babies may progress at different rates, the following are some of the common milestones your baby may reach in this age group: Some of the newborn protective reflexes begin to disappear Neck muscles become stronger, head bobs then is held erect Turns head from side to side when placed on abdomen Brings hands or objects to mouth Looks at hands YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Follows light, faces, objects Listens to sounds Opens and closes hands Holds, then drops a rattle or other object Active leg movements At the end of 3 months: Raises head and chest when placed on abdomen Beginning to reach hands to objects, may bat at hanging object with hands What can my baby say?

It is very exciting for parents to watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: Begins to imitate some sounds (coos, vowel sounds) Cries become more purposeful and are different for hunger, fatigue, and other needs What does my baby understand?

A baby's understanding and awareness of the world around him or her increases during this time. While babies may progress at different rates, the following are some of the common milestones in this age group: Knows familiar voices, especially of mother and father Smiles in response to others Responds to social contact, may coo Moves arms, legs, body in rhythm with other's voice How to help increase your baby's development and emotional security Young babies need the security of a parent's arms, and they understand the reassurance and comfort of your voice, tone, and emotions. Consider the following as ways to foster emotional security of your newborn: Hold your baby face to face and make eye contact.

Talk to your baby with a soothing, animated voice throughout the day while dressing, bathing, feeding, or playing with your baby.

Sing to your baby.

Give your baby rattles and soft toys with different sounds.

Let your baby hear different sounds (for example, wind chime, ticking clock, soft music, or music box).

Show your baby bright pictures of black and white images.

Hang a mobile with bright objects above your baby.

Call your baby by name.

Hold your baby during feedings and provide comfort when he or she is distressed and cuddling when happy.

The Growing Child: 4 to 6 Months How much will my baby grow?

While all babies may grow at a different rate, the following indicates the average for boys and girls 4 to 6 months of age: YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Weight: average gain of 1 to 1¼ pounds each month; by 4 to 5 months has doubled birthweight Height: average growth of ½ to 1 inch each month Head size: average growth of about ½ inch each month What can my baby do at this age?

This age is very social and babies begin moving in much more purposeful ways.

While babies may progress at different rates, the following are some of the common milestones your baby may reach in this age group: Grasp, Moro, root, and tonic neck reflexes (reflexes normally present in young infants) disappear Balances head well Sits with support, back is rounded Begins to support body with legs when held in standing position Rolls from back to front and front to back by 6 months Moves object from one hand to other Grabs feet and toes when lying on back Makes "swimming" motions with arms and legs when placed on abdomen Begins drooling (not always a sign of teething) Naps two to three times a day, for one to three hours each (on average) Begins to sleep longer at night (six to eight hours consistently) Has full color vision, able to see at longer distances What can my baby say?

It is very exciting for parents to watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: Coos and gurgles when talked to, or in response to toys Babbles, imitates sounds By 6 months, makes single syllable sounds (da, ma, ba) Laughs Squeals Blows bubbles or "raspberries"

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What does my baby understand?

A baby's awareness of people and surroundings increases during this time and he or she may begin to interact with persons other than parents. While babies may progress at different rates, the following are some of the common milestones in this age group: Recognizes familiar things and people May hold out arms to be picked up Begins to learn concept of object permanence (i.e., a partially hidden object under a blanket is still there) May show displeasure when object or person goes away May recognize his or her own name May begin to understand "no" Begins to understand cause and effect (the sound a toy makes when it is dropped) How to help increase your baby's development and emotional security Consider the following as ways to foster the emotional security of your baby: Repeat sounds and smile when your baby makes sounds.

Laugh with your baby.

Talk to and imitate your baby during feeding, dressing, changing diapers, and bath time.

Spend time on the floor playing with your child every day.

Dance with your baby and do other rhythmic movements.

Introduce your baby to other children and parents.

Place safe toys near your baby to encourage reaching and grasping.

Encourage laughing and play by making funny faces or sounds or blowing on baby's belly and laughing.

Play peek-a-boo games to help develop object permanence, the understanding that objects are still present even though they cannot be seen.

Show your baby bright picture books and interesting objects.

Show your baby his or her reflection in a mirror.

Read books and stories to your baby, and point out pictures.

Take your baby outside to see new things and people.

Hold your baby for feedings and cuddle when he or she is awake.

Hold and comfort your baby when he or she is unhappy.

The Growing Child: 7 to 9 Months How much will my baby grow?

While all babies may grow at a different rate, the following indicates the average for boys and girls 7 to 9 months of age: Weight: average gain of 1 pound each month; boys usually weigh about ½ pound more than girls; two times the birthweight by 4 to 5 months and three times the birthweight by 1 year Height: average growth of about ½ inch each month Head size: average growth of about ¼ inch each month YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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What can my baby do at this age?

Babies are rapidly developing their physical abilities at this age. They become mobile for the first time and safety in the home becomes an important issue. While babies may progress at different rates, the following are some of the common milestones your baby may reach in this age group: Rolls over easily from front to back and back to front Sits leaning forward on hands at first, then unsupported Bounces when supported to stand Gets on hands and feet and rocks back and forth May creep, scoot, crawl--backward first, then forward Begins to pull up to stand Reaches for and grasps objects using whole hand Bangs toy on table Can hold an object in each hand May hold a bottle Plays peek-a-boo Grasps object with thumb and finger by 8 to 9 months Begins teething, usually starting with the two center front teeth in the lower jaw, then the two center front teeth in the upper jaw Learns to drink from cup Puts everything into mouth Naps are usually twice, sometimes three times a day, for one to two hours each (on average) May begin to awaken during the night and cry What can my baby say?

It is very exciting for parents to watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: Makes two syllable sounds (ma-ma, da-da) Makes several different vowel sounds, especially "o" and "u" Repeats tones or sounds made by others

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What does my baby understand?

A baby's awareness of people and surroundings increases during this time. While babies may progress at different rates, the following are some of the common milestones in this age group: Responds to own name and "no" Pays attention to conversation Appears to understand some words (such as "eat") Prefers mother over others Enjoys seeing self in mirror Responds to changes in emotions of others Is afraid of strangers Shows interest in and dislike of foods Makes attention-getting sounds, such as a cough or snort Begins to understand object permanence and can uncover a toy after seeing it covered May follow one-step commands with a sign to demonstrate (such as, "get the ball" while parent points to ball) How to help increase your baby's development and emotional security Consider the following as ways to foster the emotional security of your baby: Give your baby safe toys that make noises when shaken or hit.

Play in front of a mirror, calling your baby by name and pointing to your baby's reflection in the mirror.

When talking to your baby, pause and wait for him or her to respond just as when talking with an adult.

Play pat-a-cake and peek-a-boo.

Name common objects when shown to your baby.

Make a variety of sounds with your mouth and tone of voice.

Repeat and expand the sounds your baby makes, such as "ma-ma" when he or she says "ma."

Show picture books and read stories to your baby every day.

Give your baby toys with objects or knobs to push, poke, or turn.

Give your baby toys that stack or nest and show him or her how they work.

Build a tower with your baby and show him or her how to knock it down.

Establish a routine for bath and bedtime.

Offer a cup.

The Growing Child: 10 to 12 Months How much will my baby grow?

While all babies may grow at a different rate, the following indicates the average for boys and girls 10 to 12 months of age: Weight: average gain of about 13 ounces each month, birthweight is doubled at approximately 4 to 5 months and tripled at one year Height: average growth of just over 1/2 inch each month with most infants growing 10 inches in the first year.

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Head size: average growth of about 1/2 inch each month What can my baby do at this age?

As your baby continues to grow, you will notice new and exciting abilities that develop. While babies may progress at different rates, the following are some of the common milestones your child may reach in this age group: Pulls up to a standing position Can sit back down from standing position Cruises or walks around holding onto furniture May stand next to furniture without holding on May walk holding on to your finger or hand May begin to take steps and walk on own Plays ball by receiving and returning a rolled ball Able to pick up food and small objects with fingers Can feed self finger foods Drinks from cup with spout Can turn pages in a book, often several at a time Bangs objects together Imitates scribble New teeth continue to erupt; may have four to six teeth by one year old Takes two naps a day and is able to sleep up to 12 hours at night without a feeding Make wake up at night looking for parents What can my baby say?

Speech development is very exciting for parents as they watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: Says da-da and ma-ma and knows who these persons are Imitates sounds and some speech May say things like "Uh oh" Imitates animal sounds in response to questions (such as, "What does the cow say?")

Simple gesture (such as shaking head "no") What does my baby understand?

Babies at this age become much more aware of others as well as themselves. They are not yet confident that mother will return when she leaves. While children may YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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progress at different rates, the following are some of the common milestones children may reach in this age group: Recognizes familiar objects and pictures in books, and may point to some objects when asked "Where is the …..?"

Follows a one step command with the parent having to show the child how to do it Has preferences for people and toys, and may have a favorite toy or blanket Is curious and wants to explore Moves to music Drops objects on purpose for others to pick up Points and gestures for objects and actions May begin to pretend simple activities, such as cleaning or drinking from cup How does my baby interact with others?

Separation anxiety and fear of strangers are common at this age. Separation anxiety is anxiousness and fearfulness of being separated from a parent, whether or not the parent is actually leaving the presence of the child. However, this is an important part of the relationship with the parent. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: Fear and anxiety of strangers; may cling and clutch parents; cries when parent leaves Waves bye-bye Cries or shows emotions when told "no" How to help increase your baby's learning and emotional security Consider the following as ways to foster the emotional security of your baby: Walk away for short periods while your baby plays in a safe area to help teach him or her that you will come back each time.

Introduce your baby gradually to new people and things.

Look at picture books with your baby and talk about the pictures.

Give your baby finger foods and help him or her to use a spoon, but allow your baby to do it alone. Do not worry if your baby makes a mess, as experimentation is important.

Read stories to your baby every day.

When your baby asks for something by pointing, name the object as you give it to him or her.

Hold and cuddle your baby often.

Continue a bed time routine of cuddling, rocking, and soothing.

Respond to your baby if he or she awakens and cries at night, but avoid turning on the light or picking up or holding your baby. Limit your interactions to soothing talk and patting, telling your baby it is time for sleep.

Give your child toys that move (such as balls or cars).

The Growing Child: 10 to 12 Months

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How much will my baby grow?

While all babies may grow at a different rate, the following indicates the average for boys and girls 10 to 12 months of age: Weight: average gain of about 13 ounces each month, birthweight is doubled at approximately 4 to 5 months and tripled at one year Height: average growth of just over 1/2 inch each month with most infants growing 10 inches in the first year.

Head size: average growth of about 1/2 inch each month What can my baby do at this age?

As your baby continues to grow, you will notice new and exciting abilities that develop. While babies may progress at different rates, the following are some of the common milestones your child may reach in this age group: Pulls up to a standing position Can sit back down from standing position Cruises or walks around holding onto furniture May stand next to furniture without holding on May walk holding on to your finger or hand May begin to take steps and walk on own Plays ball by receiving and returning a rolled ball Able to pick up food and small objects with fingers Can feed self finger foods Drinks from cup with spout Can turn pages in a book, often several at a time Bangs objects together Imitates scribble New teeth continue to erupt; may have four to six teeth by one year old Takes two naps a day and is able to sleep up to 12 hours at night without a feeding Make wake up at night looking for parents What can my baby say?

Speech development is very exciting for parents as they watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: Says da-da and ma-ma and knows who these persons are Imitates sounds and some speech May say things like "Uh oh" YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Imitates animal sounds in response to questions (such as, "What does the cow say?")

Simple gesture (such as shaking head "no") What does my baby understand?

Babies at this age become much more aware of others as well as themselves. They are not yet confident that mother will return when she leaves. While children may progress at different rates, the following are some of the common milestones children may reach in this age group: Recognizes familiar objects and pictures in books, and may point to some objects when asked "Where is the …..?"

Follows a one step command with the parent having to show the child how to do it Has preferences for people and toys, and may have a favorite toy or blanket Is curious and wants to explore Moves to music Drops objects on purpose for others to pick up Points and gestures for objects and actions May begin to pretend simple activities, such as cleaning or drinking from cup How does my baby interact with others?

Separation anxiety and fear of strangers are common at this age. Separation anxiety is anxiousness and fearfulness of being separated from a parent, whether or not the parent is actually leaving the presence of the child. However, this is an important part of the relationship with the parent. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: Fear and anxiety of strangers; may cling and clutch parents; cries when parent leaves Waves bye-bye Cries or shows emotions when told "no" How to help increase your baby's learning and emotional security Consider the following as ways to foster the emotional security of your baby: Walk away for short periods while your baby plays in a safe area to help teach him or her that you will come back each time.

Introduce your baby gradually to new people and things.

Look at picture books with your baby and talk about the pictures.

Give your baby finger foods and help him or her to use a spoon, but allow your baby to do it alone. Do not worry if your baby makes a mess, as experimentation is important.

Read stories to your baby every day.

When your baby asks for something by pointing, name the object as you give it to him or her.

Hold and cuddle your baby often.

Continue a bed time routine of cuddling, rocking, and soothing.

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Respond to your baby if he or she awakens and cries at night, but avoid turning on the light or picking up or holding your baby. Limit your interactions to soothing talk and patting, telling your baby it is time for sleep.

Give your child toys that move (such as balls or cars).

The Growing Child: 1-Year-Olds After a baby's first birthday, the rate of growth begins to slow down. The baby is now a toddler and is very active.

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What can my baby do at this age?

As your baby continues to grow, you will notice new and exciting abilities that develop. While babies may progress at different rates, the following are some of the common milestones your baby may reach in this age group: Walks alone by 15 months, then begins to run Can stop, squat, then stand again Sits down on small stool or chair Climbs stairs while holding on Dances with music Plays with push and pull toys Can build towers out of blocks Throws a ball overhand Puts two- to three-piece puzzles together Scribbles with crayon or pencil and may imitate drawing a straight line or circle Mostly feeds self with fingers Begins to feed self with spoon Drinks well from cup Can help with dressing and may be able to undress simple clothes (i.e., clothes without buttons or zippers) First molar (back) teeth appear Takes one afternoon nap May sleep 10 to 12 hours at night What can my baby say?

Speech development is very exciting for parents as they watch their babies become social beings that can interact with others. While every baby develops speech at his or her own rate, the following are some of the common milestones in this age group: YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Imitates animal sounds and noises At one year, says four to six simple words At 18 months, says 10 to 15 words By 18 to 24 months, uses simple phrases or two-word sentences (i.e., "Mommy up") By 2 years, says 100 or more words Asks "What is…?"

Uses negative phrases such as "No want" What does my baby understand?

By about 18 months of age, children begin to understand symbols—the relationship of objects and their meanings. While children may progress at different rates, the following are some of the common milestones children may reach in this age group: Waves bye-bye and plays pat-a-cake By 18 months understands one-step questions and commands such as "Where is the ball?"

By 24 months understands two-step questions and commands such as "Go to your room and get your shoes."

Understands object permanence (a hidden object is still there) Understands the cause and effect relationship better Likes to explore drawers and boxes to see what is inside Make-believe play increases (i.e., may imitate housework or feed a doll) Recognizes own face in mirror Can point to body parts (i.e., nose, hair, eyes) when asked Begins to understand use of certain objects (i.e., the broom is for sweeping the floor) May ask for parent's help by pointing How does my baby interact with others?

As children begin to walk, they may begin to show independence and will try to walk further away from the parent, but will return. Separation anxiety and fear of strangers may lessen, then return at about 18 months. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: Plays along side others without interacting, called parallel play May begin clinging to parents around 18 months May begin to say "no" more frequently to commands or needs May have temper tantrums May use a blanket or stuffed animal as a security object in place of the parent How to help increase your baby's learning and emotional security Consider the following as ways to foster the emotional security of your 1-year-old: Give your child toys that can be filled and emptied and toys for imaginary play.

Give your child simple two- to six-piece puzzles and balls of all sizes.

Help your child build towers of blocks.

Encourage your child to "help" you with household tasks.

Give your child paper and large crayons to scribble and draw.

Talk to your child with clear simple language about what you are doing.

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Use the correct names for objects, even if your child does not. For example: your child might say "wa-wa," and you say "Water, that is right."

Expand your child's sentences. If your child says, "Want cookie," you say, "Do you want another cookie?"

Read to your child every day using picture and story books.

Feed your child at family mealtimes.

Provide consistent firm, appropriate discipline without yelling or hitting.

The Growing Child: 2-Year-Olds How much will my child grow?

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After a child's second birthday, the rate of growth continues to slow. Two-year-olds are very active and begin to lose the appearance of a baby. While all children may grow at a different rate, the following indicates the average for 2-year-old boys and girls: Weight: average gain of about 4 to 6 pounds per year Height: average growth of about 2 to 3 inches each year What can my child do at this age?

As your child continues to grow, you will notice new and exciting abilities that develop. While children may progress at different rates, the following are some of the common milestones your child may reach in this age group: Walks and runs well May jump awkwardly Begins to throw, kick, and catch balls Can stand momentarily on one foot Climbs on playground structures Turns doorknobs and lids Begins to ride a tricycle Builds towers of 10 blocks by 3 years old All 20 teeth appear by 3 years old Appetite decreases greatly Has developed right- or left-handedness by 3 years old Turns pages in a book, one at a time Has good thumb and finger control Can drink through a straw YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Begins to have bladder and bowel control May still take one afternoon nap May sleep 10 to 12 hours at night What can my child say?

Speech development is very exciting for parents as they watch their children become social beings that can interact with others. Speech at this age is becoming clearer and the child begins to form sentences. While every child develops speech at his or her own rate, the following are some of the common milestones in this age group: Says about 200 to 300 words Begins to put three words together (subject, verb, object), for example "Me want ball" Names pictures May name some body parts What does my child understand?

While children may progress at different rates, the following are some of the common milestones children may reach in this age group: Understands possession, "Mine" Can tell his or her own age and name Knows if he or she is a boy or girl Counts up to three objects May begin to problem solve How does my child interact with others?

While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: Shows independence from parents Continues to play along side others without interacting, called parallel play Acts as if other children are objects or toys Does not understand sharing Is negative and says "no" frequently Temper tantrums may continue Helps to get himself or herself dressed and undressed How to help increase your child's learning and emotional security Consider the following as ways to foster the emotional security of your 2-year-old: Let your child have a choice when possible: for example, say, "Do you want a banana or an orange?"

Let your child help around the house, such as dusting, sweeping, or sorting laundry.

Read picture and story books with your child.

Help your child learn to wash his or her hands.

Let your child try to take off his or her own clothes and put on some simple clothes (i.e., clothes without buttons or zippers).

Let your child play with blocks, balls, crayons, and/or clay. Supervise play so that your child does not put objects in his or her mouth, ears, etc.

Sing songs, play children's music, and dance with your child.

Look at family pictures with your child and tell a story.

Make cut-outs in a large cardboard box to pretend it is a house or car.

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Use toys during bath time; have fun pouring water from one cup to another.

Let your child talk on a toy phone, or say a few words while you are talking on a real phone.

Play "follow the leader" games.

Teach body parts while dressing and bathing.

Let your child put stickers on paper to make a design.

Count things out loud to teach your child about numbers (i.e., count eggs in the carton, stairs as you go up, or fingers and toes).

Play with soap bubbles.

Use toys that sort shapes, such as a circle, square, or triangle.

Give your child a doll or teddy bear.

Read your child a book of rhymes.

Give your child a toy to ride.

Limit television and video time.

Provide out-of-home social experiences.

The Growing Child: 3-Year-Olds How much will my child grow?

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In 3-year-olds, growth is still slow compared to the first year. Most children have become slimmer and lost the rounded tummy of a toddler. While all children may grow at a different rate, the following indicate the average for 3-year-old boys and girls: Weight: average gain of about 4 to 6 pounds per year Height: average growth of about 2 to 3 inches per year After age 2, children of the same age can noticeably vary in height and weight. As long as the child is maintaining his or her own rate of growth, there should be no reason to worry. A consultation with the child's pediatrician is recommended if there is cause for concern.

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What can my child do at this age?

As your child continues to grow, you will notice new and exciting abilities that develop. While children may progress at different rates, the following are some of the common milestones your child may reach in this age group: Runs and jumps easily Walks up stairs unassisted Rides a tricycle Washes and dries hands Stacks 10 blocks Easily draws straight lines and copies a circle Can stand on tip-toes Uses spoon well and feeds self Dresses and undresses self except for buttons and laces Can concentrate on tasks for eight or nine minutes Has all 20 primary ("baby") teeth Vision is nearing 20/20 Bladder and bowel control are usually established; uses potty chair or toilet May sleep 11 to 13 hours total, may still take a short afternoon nap What can my child say?

Speech development is very exciting for parents as they watch their children begin to speak clearly and interact with others. While every child develops speech at his or her own rate, the following are some of the common milestones in this age group: Should be able to say about 500 to 900 words Speech can be understood by others Speaks in two or three word sentences and progresses to four to five word sentences Can remember simple rhymes or lyrics Uses "please" and "thank you" Refers to self by using own name Names colors What does my child understand?

While children may progress at different rates, the following are some of the common milestones your child may reach in this age group: Understands size differences (such as, big and little) Understands past tense (yesterday) Understands long sentences Understands prepositions (on, under, behind) Uses pronouns correctly (such as, I, you, he, and me) Asks "why" constantly Counts up to four objects by 4 years old Says full name and age May have fears of certain things (for example, dark, monster under bed, and going down the drain) Attempts to solve problems YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Remembers certain events Can point to the correct picture when asked a simple question about it.

How does my child interact with others?

While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: Begins to share and likes to play with other children Can take turns Temper tantrums are less frequent Begins to show feelings in socially acceptable ways How to help increase your child's learning and emotional security Consider the following as ways to foster the emotional security of your 3-year-old: Spend time allowing your child to talk with you.

Teach your child how things work.

Encourage play with other children.

Encourage your child to tell you stories.

Listen to your child and show that you are pleased by your child's talking.

Let your child do as much as possible for himself or herself when getting dressed, brushing teeth, and combing hair.

Have your child help with simple chores such as picking up toys.

Give your child old clothes for "dress up" and allow him or her to pretend being a mom, dad, doctor, cowboy, and the like. Even old sheets or towels can become skirts, capes, or turbans. You can also pretend you are an elephant, butterfly, robot, or other characters and play with your child.

Sing songs or nursery rhymes and teach your child the words.

Read stories with your child and ask your child to name pictures in the stories or retell part of the story.

Help your child play with crayon and paper or chalk and chalkboard by showing how to draw circles and lines and then put them together to make a stick figure. Make figure faces that are happy, sad, or surprised, and talk about the different feeling shown in each picture.

Let your child build things out of blocks or boxes.

Give your child a safe space to ride a tricycle.

Listen to children's music with your child and dance.

Practice counting with your child.

Give your child the chance to play games with other children. Church groups, YWCA or YMCA recreation centers, or libraries often have preschool programs.

Put puzzles together with your child.

Let your child have pretend playtime with dolls, cars, or toy cooking utensils.

Play hide and seek and follow the leader.

Let your child use his or her imagination by playing with play dough or clay.

Trace your child's hand or whole body and make a picture.

Show your child you are proud of any artwork and hang it up for display.

Teach your child colors.

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Play ball with your child. Play different games with the ball, such as tossing a ball into a box or rolling the ball up and down an incline.

The Growing Child: Preschool (4 to 5 Years)

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As your child continues to grow, you will notice new and exciting abilities that your child develops. While children may progress at different rates, the following are some of the common milestones children may reach in this age group: 4-year-olds: Sings a song Skips and hops on one foot Catches and throws a ball overhand Walks downstairs alone Draws a person with three separate body parts Builds a block tower with 10 blocks Understands the difference between fantasy and reality 5-year-olds: Jumps rope Walks backward Balances on one foot with eyes closed Uses scissors Begins learning to tie shoes Copies shapes while drawing Dresses self Knows address and phone number Recognizes and recites the alphabet Permanent teeth may begin coming in What can my child say?

Speech development in children is very exciting for parents as they watch their children become social beings that can interact with others. While every child develops speech at his or her own rate, the following are some of the common milestones children may reach in this age group: 4-year-olds: May put together four to five words into a sentence YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Will ask questions constantly May know one color or more Likes to tell stories May use some "bad" words (if he or she has heard them spoken repeatedly) 5-year-olds: May put together six to eight words into a sentence May know four or more colors Knows the days of the week and months Can name coins and money Can understand commands with multiple instructions Talks frequently What does my child understand?

As a child's vocabulary increases, so does his/her understanding and awareness of the world around them. Children at this age begin to understand concepts and can compare abstract ideas. While children may progress at different rates, the following are some of the common milestones children may reach in this age group: 4-year-olds: Begins to understand time Begins to become less aware of only one's self and more aware of people around him/her May obey parent's rules, but does not understand right from wrong Believes that his or her own thoughts can make things happen 5-year-olds: Increased understanding of time Curious about real facts about the world May compare rules of parents with that of friends How does my child interact with others?

A very important part of growing up is the ability to interact and socialize with others.

This can be a frustrating transition for the parent as children go through different stages, some of which are not always easy to handle. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child: 4-year-olds: Very independent, wants to do things on his or her own Selfish, does not like to share Moody; mood swings are common May be aggressive during mood swings and become aggressive to family members Has a number of fears May have imaginary playmates Likes to explore the body and may play doctor and nurse Might "run away" or threaten to do so Fights with siblings Will often play with others in groups 5-year-olds: YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Generally more cooperative than 4-year-olds Generally more responsible than 4-year-olds Eager to please others and make them happy Has good manners Dresses self completely without help Gets along well with parents Likes to cook and play sports As child enters school, he or she may become more attached to parent How to help increase your preschool child's social ability Consider the following as ways to foster your preschool child's social abilities: Offer compliments for good behavior and achievements.

Encourage your child to talk to you and be open with his or her feelings.

Read to your child, sing songs, and talk with him or her.

Spend quality time with your child and show him or her new experiences.

Encourage your child to ask questions and explore.

Encourage physical activity with supervision.

Arrange times for your child to be with other children, such as in play groups.

Give your child the chance to make choices, when appropriate.

Use time-out for behavior that is not acceptable.

Encourage your child to express his or her anger in an appropriate manner.

Limit television watching (or other screen time) to 1 to 2 hours a day. Use free time for other, more productive, activities.

The Growing Child: School-Age (6 to 12 Years)

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As your child continues to grow, you will notice new and exciting abilities that your child develops. While children may progress at different rates and have diverse interests, the following are some of the common milestones children may reach in this age group: 6- to 7-year-olds: Enjoys many activities and stays busy Likes to paint and draw May lose first tooth Vision is as sharp as an adult's vision Practices skills in order to become better Jumps rope YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Rides a bike 8- to 9-year-olds: More graceful with movements and abilities Jumps, skips, and chases Dresses and grooms self completely Can use tools (i.e., hammer, screwdriver) 10- to 12-year-olds: Remainder of adult teeth will develop Likes to sew and paint What does my child understand?

As children enter into school-age, their abilities and understanding of concepts and the world around them continue to grow. While children may progress at different rates, the following are some of the common milestones children may reach in this age group: 6- to 7-year-olds: Understands concept of numbers Knows daytime and nighttime Knows right and left hands Can copy complex shapes, such as a diamond Can tell time Can understand commands with three separate instructions Can explain objects and their use Can repeat three numbers backwards Can read age-appropriate books and/or materials 8- to 9-year-olds: Can count backwards Knows the date Reads more and enjoys reading Understands fractions Understands concept of space Draws and paints Can name months and days of week, in order Enjoys collecting objects 10- to 12-year-olds: Writes stories Likes to write letters Reads well Enjoys using the telephone How does my child interact with others?

A very important part of growing up is the ability to interact and socialize with others.

During the school-age years, parents will see a transition in their child as he or she moves from playing alone to having multiple friends and social groups. While friendships become more important, the child is still fond of his or her parents and likes being part of a family. While every child is unique and will develop different YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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personalities, the following are some of the common behavioral traits that may be present in your child: 6- to 7-year-olds: Cooperates and shares Jealous of others and siblings Likes to copy adults Likes to play alone, but friends are becoming important Plays with friends of the same gender May have occasional temper tantrums Modest about body Likes to play board games 8- to 9-year-olds: Likes competition and games Starts to mix friends and play with children of the opposite gender Modest about body Enjoys clubs and groups, such as Boy Scouts or Girl Scouts Becoming interested in boy-girl relationships, but does not admit it 10- to 12-year-olds: Friends are very important; may have a best friend Increased interest in the opposite gender Likes and respects parents Enjoys talking to others How to help increase your school-aged child's social ability Consider the following as ways to foster your school-aged child's social abilities: Set and provide appropriate limits, guidelines, and expectations and consistently enforce using appropriate consequences.

Model appropriate behavior.

Offer compliments for your child being cooperative and for any personal achievements.

Help your child choose activities that are appropriate for your child's abilities.

Encourage your child to talk with you and be open with his or her feelings.

Encourage your child to read and read with your child.

Encourage your child to get involved with hobbies and other activities.

Encourage physical activity.

Encourage self-discipline; expect your child to follow rules that are set.

Teach your child to respect and listen to authority figures.

Encourage your child to talk about peer pressure and help set guidelines to deal with peer pressure.

Spend uninterrupted time together—giving full attention to your child.

Limit television, video, and computer time.

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How much will my adolescent grow?

The teenage years are also called adolescence. Adolescence is a time for growth spurts and puberty changes. An adolescent may grow several inches in several months followed by a period of very slow growth, then have another growth spurt.

Changes with puberty (sexual maturation) may occur gradually or several signs may become visible at the same time.

There is a great amount of variation in the rate of changes that may occur. Some teenagers may experience these signs of maturity sooner or later than others.

What changes will occur during puberty?

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Sexual and other physical maturation that occurs during puberty is a result of hormonal changes. In boys, it is difficult to know exactly when puberty is coming.

There are changes that occur, but they occur gradually and over a period of time, rather than as a single event. While each male adolescent is different, the following are average ages when puberty changes may occur: Beginning of puberty: 9.5 to 14 years old First pubertal change: enlargement of the testicles Penis enlargement: begins approximately one year after the testicles begin enlarging Appearance of pubic hair: 13.5 years old Nocturnal emissions (or "wet dreams"): 14 years old Hair under the arms and on the face, voice change, and acne: 15 years old Girls also experience puberty as a sequence of events, but their pubertal changes usually begin before boys of the same age. Each girl is different and may progress through these changes differently. The following are average ages when puberty changes may occur: Beginning of puberty: 8 to 13 years First pubertal change: breast development Pubic hair development: shortly after breast development Hair under the arms: 12 years old Menstrual periods: 10 to 16.5 years old There are specific stages of development that both boys and girls go through when developing secondary sexual characteristics (the physical characteristics of males and females that are not involved in reproduction such as voice changes, body YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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shape, pubic hair distribution, and facial hair). The following is a brief overview of the changes that occur: In boys, the initial puberty change is the enlargement of the scrotum and testes. At this point, the penis does not enlarge. Then, as the testes and scrotum continue to enlarge, the penis gets longer. Next, the penis will continue to grow in both size and length.

In girls, the initial puberty change is the development of breast buds, in which the breast and nipple elevate. The areola (dark area of skin that surrounds the nipple of the breast) increases in size at this time. The breasts then continue to enlarge.

Eventually, the nipples and the areolas will elevate again, forming another projection on the breasts. At the adult state, only the nipple remains elevated above the rest of the breast tissue.

Pubic hair development is similar for both girls and boys. The initial growth of hair produces long, soft hair that is only in a small area around the genitals. This hair then becomes darker and coarser as it continues to spread. The pubic hair eventually looks like adult hair, but in a smaller area. It may spread to the thighs and, sometimes, up the stomach.

What does my adolescent understand?

The teenage years bring many changes, not only physically, but also mentally and socially. During these years, adolescents increase their ability to think abstractly and eventually make plans and set long-term goals. Each child may progress at a different rate and may have a different view of the world. In general, the following are some of the abilities that may be evident in your adolescent: Develops the ability to think abstractly Is concerned with philosophy, politics, and social issues Thinks long-term Sets goals Compares one's self to one's peers As your adolescent begins to struggle for independence and control, many changes may occur. The following are some of the issues that may be involved with your adolescent during these years: Wants independence from parents Peer influence and acceptance becomes very important Romantic/sexual relationships become important May be in love Has long-term commitment in relationship How to assist your adolescent in developing socially Consider the following as ways to foster your adolescent's social abilities: Encourage your adolescent to take on new challenges.

Talk with your adolescent about not losing sight of one's self in group relations.

Encourage your adolescent to talk to a trusted adult about problems or concerns, even if it is not you he or she chooses to talk with.

Discuss ways to manage and handle stress.

Provide consistent, loving discipline with limits, restrictions, and rewards.

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Find ways to spend time together.

Choosing healthier foods is easier than you may think. By changing just a few eating habits you can make a big difference to your diet.

Making small changes to your diet is the healthiest and most achievable way to lose weight.

Your first step is to eat fewer foods high in calories, fat, salt and sugars and swap them for something healthier, including morefruit and vegetables.

Remember, small changes can add up to make a big overall difference to your diet.

Find out more in the eatwell plate about which foods you should be eating – and in what amounts – to achieve a balanced diet.

Food and drink swaps Try these small changes when you have your next meal or drink, or when you open the kitchen cupboard or fridge looking for a snack. Once you've got started, try thinking of your own healthier swaps, too.

When buying pre-packed food, don't rely on the attractive promotional print on the wrapping, which can be misleading. Instead, learn to read the nutritional information when checking for calorie, fat, salt and sugar content.

Breakfast  Swap from whole milk to semi-skimmed, 1% fat or even skimmed milk.  Swap a sugar-coated breakfast cereal for a whole grain breakfast cereal such as porridge or shredded whole grain wheat cereal with no added sugar.  Swap a sprinkle of sugar on your breakfast cereal for a topping of fresh or dried fruit, which counts towards one of your five a day.  Swap full-fat Greek yoghurt for lower-fat or fat-free Greek yoghurt, or natural low-fat yoghurt.

Lunch  Swap white breads, bagels and muffins for whole grain varieties.  Swap butter and cheese in your jacket potato for reduced fat spread and reduced salt and sugar baked beans.  Swap a tuna melt panini for a tuna salad sandwich on wholemeal bread without mayo.  Swap a cheddar cheese filling in your sandwich for reduced-fat hard cheese.

Dinner  Swap creamy or cheesy sauces for tomato- or vegetable-based sauces on your pasta, meat or fish dishes.  Swap mashed potato made with butter and whole milk for mash with low-fat spread and a lower-fat milk such as semi-skimmed, 1% fat or skimmed.  Choose leaner cuts of meat: for example, swap streaky bacon for back bacon.  Swap the frying pan for the grill when cooking meat.

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Drinks  Swap a coffee made with whole milk to a "skinny" coffee made with semiskimmed or skimmed milk.  Swap a cordial for a cordial with no added sugars.  Swap a few of your sugary drinks for a glass of water.  Swap a cola or fizzy drink with some 100% fruit juice (with no added sugar) mixed with soda water.  Swap hot chocolate made with whole milk and served with whipped cream for a hot chocolate made with skimmed milk and no cream.

Snacks  Choose from these 10 surprising 100kcal snacks  Swap a blueberry muffin for a currant bun on its own or with some reduced fat spread.  Swap yoghurt-coated raisins for plain raisins.  Swap salted nuts for unsalted nuts.  Swap cheese straws for rice cakes with lower-fat cream cheese.

BREAD MAKING Step 1: What you'll need

You will need:         

Yeast - 2 Tbsp Hot-ish* water - 2 cups Bread flour - 5 cups total, 2 for the sponge and 3 for later. (NOT regular flour) Sugar - 2 Tbsp.

Salt - 2 tsp.

Oil - 2 Tbsp.

3 loaf pans Quick-read thermometer Oven pre-heated to 375

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*Hot-ish means between 95 and 115 degrees F. much colder and it won't activate, much warmer and it will kill the little guys.

Step 2: Make the sponge

This recipe uses what I call a "sponge." The sponge will activate the yeast and get things started; getting the yeast warm, happy, and ready to go Start by mixing the hot water and the flour. Then, add 2 Tbsp. sugar, 2 Tbsp. oil, 2 Tbsp. yeast, and 2 tsp. salt.

Let this sit for about 8 or 10 minutes. Assuming your water was hot enough, it should be nice and bubbly.

Step 3: Add some flour and knead it

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Now you need to add about 3 more cups of flour. I added a little less this time, it really depends on the humidity and how exact your measurements were in the sponge step.

Once it gets too tough to stir, flip it onto a clean floured surface. Now, knead away, adding flour as you do so.

Knead the dough for 8 or 9 minutes. As my Mother says, it should be the texture of your earlobe when it's done kneading.

When you finish this part put it back in the bowl and cover it with a slightly damp towel.

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Step 4: Let it rise...

let the dough rise in a warm place for about 45 minutes to an hour. The dough should be about doubled in size by the time it's finished.

Food preservation is the process of treating and handling food to stop or slow down spoilage (loss of quality, edibility or nutritional value).

Preservation usually involves preventing the growth of bacteria, yeasts, fungi, and other micro-organisms(although some methods work by introducing benignbacteria, or fungi to the food), as well as retarding the oxidation of fats which cause rancidity.

Food preservation also includes processes which inhibit natural discoloration that can occur during food preparation, such as the enzymatic browningreaction in apples after they are cut.

Many processes designed to preserve food will involve a number of food preservation methods. Preserving fruit, by turning into jam, for example, involves boiling (to reduce the fruit‘s moisture content and to kill bacteria, yeasts, etc), sugaring (to prevent their re-growth) and sealing within an airtight jar (to prevent recontamination).

Maintaining or creating nutritional value, texture andflavour is an important aspect of food preservation, although, historically, some methods drastically altered the character of the food being preserved. In many cases these changes have now come to be seen as desirable qualities – cheese, yoghurt and pickled onions being common examples. 

Vegetables and fruits are an important part of a healthy diet, and variety is as important as quantity.  No single fruit or vegetable provides all of the nutrients you need to be healthy. Eat plenty everyday A diet rich in vegetables and fruits can lower blood pressure, reduce risk of heart disease and stroke, prevent some types of cancer, lower risk of eye and digestive problems, and have a positive effect upon blood sugar which can help keep appetite in check.

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Eat a variety of types and colors of produce in order to give your body the mix of nutrients it needs. Try dark leafy greens; brightly colored red, yellow and orange vegetables and fruits; and cooked tomatoes.

Eat more vegetables and fruits each day 1. Keep fruit where you can see it. That way you‘ll be more likely to eat it.

2. Explore the produce aisle and choose something new. Variety is the key to a healthy diet.

3. Skip the potatoes. Choose other vegetables that are packed with more nutrients and more slowly digested carbohydrates.

4. Make it a meal. Try cooking new recipes that include more vegetables. Salads and stir fries are two ideas for getting tasty vegetables on your plate.

Vegetables, fruits, and disease Cardiovascular disease There is compelling evidence that a diet rich in fruits and vegetables can lower the risk of heart disease and stroke. The largest and longest study to date, done as part of the Harvard-based Nurses‘ Health Study and Health Professionals Follow-up Study, included almost 110,000 men and women whose health and dietary habits were followed for 14 years.  The higher the average daily intake of fruits and vegetables, the lower the chances of developing cardiovascular disease. Compared with those in the lowest category of fruit and vegetable intake (less than 1.5 servings a day), those who averaged 8 or more servings a day were 30 percent less likely to have had a heart attack or stroke. (1)  Although all fruits and vegetables likely contribute to this benefit, green leafy vegetables such as lettuce, spinach, Swiss chard, and mustard greens; cruciferous vegetables such as broccoli, cauliflower, cabbage, Brussels sprouts, bok choy, and kale; and citrus fruits such as oranges, lemons, limes, and grapefruit (and their juices) make important contributions. (1)  When researchers combined findings from the Harvard studies with several other long-term studies in the U.S. and Europe, and looked at coronary heart disease and stroke separately, they found a similar protective effect: Individuals who ate more than 5 servings of fruits and vegetables per had roughly a 20 percent lower risk of coronary heart disease (2) and stroke, (3) compared with individuals who ate less than 3 servings per day.

Blood pressure  The Dietary Approaches to Stop Hypertension (DASH) study (4) examined the effect on blood pressure of a diet that was rich in fruits, vegetables, and lowfat dairy products and that restricted the amount of saturated and total fat. The researchers found that people with high blood pressure who followed this diet reduced their systolic blood pressure (the upper number of a blood pressure reading) by about 11 mm Hg and their diastolic blood pressure (the lower number) by almost 6 mm Hg—as much as medications can achieve.

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A randomized trial known as the Optimal Macronutrient Intake Trial for Heart Health (OmniHeart) showed that this fruit and vegetable-rich diet lowered blood pressure even more when some of the carbohydrate was replaced with healthy unsaturated fat or protein. (5) Cancer Numerous early studies revealed what appeared to be a strong link between eating fruits and vegetables and protection against cancer. Unlike case-control studies, cohort studies, which follow large groups of initially healthy individuals for years, generally provide more reliable information than case-control studies because they don‘t rely on information from the past. And, in general, data from cohort studies have not consistently shown that a diet rich in fruits and vegetables prevents cancer.  For example, in the Nurses‘ Health Study and the Health Professionals Follow-up Study, over a 14-year period, men and women with the highest intake of fruits and vegetables (8+ servings a day) were just as likely to have developed cancer as those who ate the fewest daily servings (under 1.5). (1) A more likely possibility is that some types of fruits and vegetables may protect against certain cancers.  A report by the World Cancer Research Fund and the American Institute for Cancer Research suggests that non-starchy vegetables—such as lettuce and other leafy greens, broccoli, bok choy, cabbage, as well as garlic, onions, and the like—and fruits ―probably‖ protect against several types of cancers, including those of the mouth, throat, voice box, esophagus, and stomach; fruit probably also protects against lung cancer. (6) Specific components of fruits and vegetables may also be protective against cancer.

For example:  A line of research stemming from a finding from the Health Professionals Follow-up Study suggests that tomatoes may help protect men against prostate cancer, especially aggressive forms of it. (7) One of the pigments that give tomatoes their red hue—lycopene—could be involved in this protective effect. Although several studies other than the Health Professionals study have also demonstrated a link between tomatoes or lycopene and prostate cancer, others have not or have found only a weak connection. (8)  Taken as a whole, however, these studies suggest that increased consumption of tomato-based products (especially cooked tomato products) and other lycopene-containing foods may reduce the occurrence of prostate cancer. (6) Lycopene is one of several carotenoids (compounds that the body can turn into vitamin A) found in brightly colored fruits and vegetables, and research suggests that foods containing carotenoids may protect against lung, mouth, and throat cancer. (6) But more research is needed before we know the exact relationship between fruits and vegetables, carotenoids, and cancer.

Diabetes Some research looks specifically at whether individual fruits are associated with risk of type 2 diabetes. While there isn‘t an abundance of research into this area yet, preliminary results are compelling.

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In a study of over 66,000 women in the Nurses‘ Health Study, 85,104 women from the Nurses‘ Health Study II, and 36,173 men from the Health Professionals Follow-up Study who were free of major chronic diseases, findings suggested that greater consumption of whole fruits – especially blueberries, grapes, and apples – is associated with a lower risk of type 2 diabetes.  Another important finding: Greater consumption of fruit juice is associated with a higher risk of type 2 diabetes. (9) Additionally, in a study of over 70,000 female nurses aged 38-63 years who were free of cardiovascular disease, cancer, and diabetes, research showed that consumption of green leafy vegetables and fruit was associated with a lower risk of diabetes. While not conclusive, research also indicated that consumption of fruit juices may be associated with an increased risk among women.(10) A study of over 2,300 Finnish men showed that fruit and vegetables, especially berries, may reduce the risk of Type 2 diabetes.(11) Gastrointestinal health Fruits and vegetables contain indigestible fiber, which absorbs water and expands as it passes through the digestive system. This can calm symptoms of an irritable bowel and, by triggering regular bowel movements, can relieve or prevent constipation.

(12)The bulking and softening action of insoluble fiber also decreases pressure inside the intestinal tract and may help prevent diverticulosis. (13) Vision Eating fruits and vegetables can also keep your eyes healthy, and may help prevent two common aging-related eye diseases—cataracts and macular degeneration— which afflict millions of Americans over age 65. (14-17) Lutein and zeaxanthin, in particular, seem protective against cataracts. (18) 

Summary Fruit and vegetables should be an important part of your daily diet. They contain vitamins and minerals, and plant chemicals called phytochemicals. Fruit and vegetables can help to protect the body against some diseases including diabetes, stroke, heart disease, some cancers and high blood pressure or hypertension. Many people do not eat enough fruit and vegetables.

Fruit and vegetables should be an important part of your daily diet. They are naturally good and contain vitamins and minerals that can help to keep you healthy.

They can also help protect against some diseases.

Most Australians will benefit from eating more fruit and vegetables as part of a wellbalanced, regular diet and a healthy, active lifestyle. There are many varieties of fruit and vegetables available and many ways to prepare, cook and serve them.

You should eat at least five kinds of vegetables and two kinds of fruit each day.

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Vitamins and minerals in fruit and vegetables Fruits and vegetables contain many vitamins and minerals that are good for your health. These include vitamins A (beta-carotene), C and E, magnesium, zinc, phosphorous and folic acid. Folic acid may reduce blood levels of homocysteine, a substance that may be a risk factor for coronary heart disease.

Fruit and vegetables for good health Fruits and vegetables are low in fat, salt and sugar. They are a good source of dietary fibre. As part of a well-balanced, regular diet and a healthy, active lifestyle, a high intake of fruit and vegetables can help you to:  Reduce obesity and maintain a healthy weight  Lower your cholesterol  Lower your blood pressure.

Fruit and vegetables and protection against diseases Vegetables and fruit contain phytochemicals, or plant chemicals. These biologically active substances can help to protect you from some diseases. Scientific research shows that if you regularly eat lots of fruit and vegetables, you have a lower risk of:  Type 2 diabetes  Stroke  Heart (cardiovascular) disease – when fruits and vegetables are eaten as food, not taken as supplements  Cancer – some forms of cancer, later in life  High blood pressure (hypertension).

Types of fruit Fruit is the sweet, fleshy, edible part of a plant. It generally contains seeds. Fruits are usually eaten raw, although some varieties can be cooked. They come in a wide variety of colours, shapes and flavours. Common types of fruits that are readily available include:  Apples and pears  Citrus – oranges, grapefruits, mandarins and limes  Stone fruit – nectarines, apricots, peaches and plums  Tropical and exotic – bananas and mangoes  Berries – strawberries, raspberries, blueberries, kiwifruit and passionfruit  Melons – watermelons, rockmelons and honeydew melons YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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Tomatoes and avocados.

Types of vegetables Vegetables are available in many varieties and can be classified into biological groups or ‗families‘, including:  Leafy green – lettuce, spinach and silverbeet  Cruciferous – cabbage, cauliflower, Brussels sprouts and broccoli  Marrow – pumpkin, cucumber and zucchini  Root – potato, sweet potato and yam  Edible plant stem – celery and asparagus  Allium – onion, garlic and shallot.

Legumes Legumes or pulses contain nutrients that are especially valuable. Legumes need to be cooked before they are eaten – this improves their nutritional quality, aids digestion and eliminates any harmful toxins. Legumes come in many forms including:  Soy products – tofu (bean curd) and soybeans  Legume flours – chickpea flour (besan), lentil flour and soy flour  Dried beans and peas – haricot beans, red kidney beans, chickpeas and lentils  Fresh beans and peas – green peas, green beans, butter beans, broad beans and snow peas.

Colours of fruits and vegetables You will get the most health benefits and protection against disease if you eat a wide variety of fruits and vegetables. The National Health and Medical Research Council (NHMRC) Australian dietary guidelinesrecommend that adults eat at least five kinds of vegetable and two kinds of fruit every day.

Foods of similar colours generally contain similar protective compounds. Try to eat a rainbow of colourful fruits and vegetables every day to get the full range of health benefits. For example:  Red foods – like tomatoes and watermelon. These contain lycopene, which is thought to be important for fighting prostate cancer and heart disease  Green vegetables – like spinach and kale. These contain lutein and zeaxanthin, which may help protect against age-related eye disease  Blue and purple foods – like blueberries and eggplant. These contain anthocyanins, which may help protect the body from cancer YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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White foods – like cauliflower. These contain sulforaphane and may also help protect against some cancers.

Selecting fruits and vegetables To maximise nutrients and appeal, buy and serve different types of fruit and vegetables. Try to buy fruits and vegetables that are in season, and choose for freshness and quality. You should:  Eat with the seasons – this is nature‘s way of making sure our bodies get a healthy mix of nutrients and plant chemicals  Try something new – try new recipes and buy new fruit or vegetables as part of your weekly shopping  Let colours guide you – get different combinations of nutrients by putting a ‗rainbow‘ of colours (green, white, yellow–orange, blue–purple, red) on your plate.

Fruit and vegetable serving suggestions for your family’s health Vegetables and fruit are a handy snack food and are easily carried to work or school.

Include them in everyone‘s meals and snacks for a healthy, well-balanced diet.

Some suggestions include:  Keep snack-size fruit and vegetable portions easily accessible in your fridge.  Keep fresh fruit on the bench or table.  Add fruit and vegetables to your favourite family recipes or as additions to your usual menus.  Use the colour and texture of a variety of fruit and vegetables to add interest to your meals.  Think up new ways to serve fruits and vegetables.

Some simple ways to serve fruits and vegetables include:  fruit and vegetable salads  vegetable or meat-and-vegetable stir-fries  raw fruit and vegetables  vegetable soups  snack pack, stewed or canned fruits or dried fruits.

Limit fruit juice, as it does not contain the same amount of nutrients as fresh fruit. It also contains a lot of sugars. These sugars are not necessarily good for your health, even though they are ‗natural‘. Instead, have a drink of water and a serve of fruit.

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Preparation and cooking of fruit and vegetables Vegetables are often cooked, although some kinds are eaten raw. Cooking and processing can damage some nutrients and phytochemicals in plant foods.

Suggestions to get the best out of your fruit and vegetables include:  Eat raw vegetables and fruits if possible.  Try fruit or vegetables pureed into smoothies.  Use a sharp knife to cut fresh fruits to avoid bruising.  Cut off only the inedible parts of vegetables – sometimes the best nutrients are found in the skin, just below the skin or in the leaves.  Use stir-fry, grill, microwave, bake or steam methods with non-stick cookware and mono-unsaturated oils.  Do not overcook, to reduce nutrient loss.  Serve meals with vegetable pestos, salsas, chutneys and vinegars in place of sour cream, butter and creamy sauces.

Some nutrients such as carotenoids may actually be increased if food is cooked. For example, tomato has more carotenoids, especially lycopene, when it is cooked – a good reason to prepare fruits and vegetables in a variety of ways.

Once you‘ve prepared and cooked your vegetables and fruit, spend some time on presentation. People are more likely to enjoy a meal if it‘s full of variety and visually appealing, as well as tasty. Sit at the table to eat and enjoy your food without distractions like television.

Daily allowances of fruit and vegetables Different fruits and vegetables contain different nutrients. The Australian dietary guidelines recommend that adults eat at least five kinds of vegetable and two kinds of fruit every day. A national nutrition survey conducted by the Australian Government showed that Australians of all ages do not eat enough vegetables and fruit.

Children have a smaller stomach capacity and higher energy needs than adults.

They cannot eat the same serving sizes as adults. However, you should encourage your children to eat a variety of fruits and vegetables. By eating well, your children will have the energy they need to play, concentrate better, learn, sleep better and build stronger teeth and bones. Building good habits in their early years can also provide the protection of a healthy diet throughout their lives.

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The Australian dietary guidelines have recommendations on how many vegetables and fruits adults, children and adolescents of different ages require.

Basic Scrambled Eggs

Spice up this easy egg favorite by adding pepper jack and salsa or lighten it up by substituting cooking spray and water for the butter and milk.

Prep Time: 1 minute Cook Time: 4 minutes Servings: 2 to 4 servings Ingredients 4

EGGS

1/4

cup milk Salt and pepper

2

tsp. butter

Directions Step 1

BEAT eggs, milk, salt and pepper in bowl until blended.

Step 2

HEAT butter in large nonstick skillet over medium heat until hot. POUR IN egg mixture. As eggs begin to set, GENTLY PULL the eggs across the pan with an inverted turner, forming large soft curds.

Step 3

CONTINUE cooking - pulling, lifting and folding eggs - until thickened and no visible liquid egg remains. Do not stir constantly. REMOVE from heat.

SERVE immediately.

Insider Info Lighten up. Cooking spray and water can be substituted for butter and milk.

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Avoid cast iron. Eggs scrambled in a cast iron skillet can turn a greenish shade. This harmless but unappealing color change is the result of a chemical reaction between iron in the pan and sulfur in egg whites.

Don't overcook. The heat retained in the pan will continue to cook and firm up the eggs after pan is removed from heat.

How long to beat? It's a matter of preference. Light beating produces more dense scrambled eggs. Vigorous beating aerates the eggs, resulting in lighter fluffier curds.

Holding scrambled eggs: It's best to serve scrambled eggs as soon as they are cooked, but if necessary, they can be held for a short time. Place the skillet of cooked eggs over a pan of hot water rather than over direct heat.

Dressmaking for beginners Dressmaking for beginners – from clothes-press – is a short guide to getting started with making clothes. Learn how to sew, what equipment and books you need, what courses and free tutorials are available, where to get help and inspiration, how to choose patterns and where to buy fabric.

If you‘d like to start making your own clothes, it can be hard to know where to start.

Here‘s what you need to know:  What equipment you really need Basic dressmaking equipment, where to buy, optional extras, storage  All about sewing machines Do you need a sewing machine, types of machines, how to choose a sewing machine, where to buy  Sewing patterns and making stuff that fits Good sewing patterns for beginners, major brands, how to buy a sewing pattern, making alterations  How to choose and buy fabric Quick guide to fabric, good fabrics for beginners, how and where to buy, notions and haberdashery, preparing to cut out  Books and courses to help you learn how to sew Best books for beginners, big scary sewing books, online tutorials and other free resources, courses

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Good projects to start with Making things you want, manageable projects for beginners, ideas for things to sew Help and inspiration Blogs, forums and social sites, sew-alongs

How to Cross Stitch Four Methods:Selecting Your MaterialsMaking Your Own PatternDoing a Basic Cross StitchPracticing More Advanced Cross Stitch Techniques Taking up needle point? If so, one of the stitches you'll need to learn is the cross stitch. This ancient, cross-cultural embroidery technique is also known as counted cross-stitch. The pictures below will show the method as worked on plastic canvas with yarn to help you easily identify the technique.

Method 1 of 4: Selecting Your Materials 1Choose your fabric. Although cross stitch refers to the way in which you create a stitched pattern and not to a particular fabric, it is most often done on a type of material known as Aida cloth. This material is loosely woven in a grid pattern that makes lining up all your stitches easy. Aida fabric comes in different sizes which refer to the number of stitches that can be created in 1 square inch. The options are typically 11, 14, 18, and 28.

It is easiest to start on an Aida cloth that uses an 11 or 14 stitch count, as this provides larger spaces for your cross stitch. The higher the number of stitches, the smaller your crosses will be.

If you don't want to use Aida cloth for your cross stitch, other popular options are linen or fiddlers cloth. Both these lack the same wide spaces Aida cloth provides for beginners though.

2Select your thread. Cross stitch is great because it offers so much freedom on the part of the maker, particularly in the color options of thread. Embroidery floss is typically used and can be found in hundreds of colors.

Each skein of embroidery floss comes in six threads, but only 1-3 will be used for cross stitch at a time.

Embroidery floss comes in both matte colors as well as iridescent and metallic. The latter two are a bit more difficult to work with and cost several times more than the former.

If you have a difficult time doing cross stitch with your thread, you can get waxed thread or use a bit of beeswax to prep your thread before starting your stitching. It will help the floss to thread and tie off easier.[2] Cross Stitch Step 3 Version 2.jpg - Watch a 10 second video 3Choose a pattern. Cross stitching is as simple as matching the grid on a pattern of choice to the grid in your cross-stitch fabric. Choose a pattern from a booklet or online, and gather embroidery floss in colors to match.

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As a beginner, it may be best to start with a simple cross stitch. Find a pattern that is small and doesn‘t involve too many details and uses a total of 3-7 colors only.

You can create your own pattern using your own images and a computer program or a bit of graph paper if you don't like the patterns that are available.

Cross Stitch Step 4 Version 2.jpg - Watch a 10 second video 4Get an embroidery hoop. This is a double ring made of plastic, metal, or wood that secures your cross stitch as you work. Although you can create a cross stitch without one, embroidery hoops are incredibly helpful and relatively inexpensive. Small hoops are easier to hold but must be moved often, while large hoops require more of a grip but need to be moved around your needlepoint less.

Method 2 of 4: Making Your Own Pattern Cross Stitch Step 5 Version 2.jpg - Watch a 10 second video 1Choose an image. Any image can be created into a cross stitch pattern, but simple ones with easily definable shapes are best. Choose a picture or drawing that has only a few colors and lacks a lot of detail.

Cross Stitch Step 6 Version 2.jpg - Watch a 10 second video 2Adjust your image. You may want to crop and enlarge your image so that you focus on only a single portion of the original picture. If you have a photo editing program, use a "posterise" feature to transform your picture into easily definable shapes.

Convert your picture to grayscale before printing so that choosing colors to match the values is easier.

Cross Stitch Step 7.jpg - Watch a 10 second video 3Trace your image. Print a physical copy of your image and gather a piece of graph paper. Lay the graph paper over the top of your printed image and trace the outline of the most basic shapes. Try to limit the amount of detail that you copy over.

Cross Stitch Step 8.jpg - Watch a 10 second video 4Choose your colors. With your image and shapes traced, choose 3-7 colors to use for your cross stitch. Use colored pencils that match your chosen colors to shade in the shapes, focusing on a grid pattern and avoiding curved lines.[3] Cross Stitch Step 9.jpg - Watch a 10 second video 5Use a computer program. If drawing your own pattern by hand isn't your deal, try using an easy computer program to convert your favorite image to a cross stitch pattern. Programs such as "Pic 2 Pat" allow you to choose the size of the pattern, number of colors, and amount of detail included in your finished pattern.[4] Method 3 of 4: Doing a Basic Cross Stitch Cross Stitch Step 10.jpg - Watch a 10 second video YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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1Cut your fabric and floss. The size of your fabric will depend on the size of the pattern you are using. Each small square on the cross stitch fabric is representational of a single stitch (or ‗x‘ shaped cross), and can be counted across to get your exact size. Your embroidery floss should be cut to a length of about 36‖ to begin.

Embroidery floss comes in strands of six threads, but typically only one is necessary for cross stitching. Gently pull apart the groupings of threads from the center and use a single thread for each section on your pattern.

Some patterns may call for multiple threads to be used at once, so make sure to check yours before assuming the use of a single thread.

If you run out of thread for your pattern, don‘t fear! One of the great things about cross stitching is that you can‘t tell where you start/stop from the front. Simply cut additional thread and start again from where you left off.

Cross Stitch Step 11.jpg - Watch a 10 second video 2Thread your needle. Take your single thread of embroidery floss and create a loop at the end. Wet the center of this loop (by licking it or using a drop of water) to make threading it easier. Then pull the loop through, leaving the two tail ends (one should be very short) to hang out the opposite side of the eye of the needle.

Cross Stitch Step 12.jpg - Watch a 10 second video 3Begin your cross stitch. Count on your pattern the number of grid spaces to the first stitch (typically the centermost stitch), and insert your needle from the bottom. Pull the thread all the way through, leaving a bit of the loop at the bottom. Then, cross the thread down or up diagonally and pull the needle through the loop underneath to create a stable anchor for your stitching.

It doesn‘t matter if you start your cross stitch going ‗////‘ or ‗\\\\‘ as long as you are consistent with this pattern over the entirety of your project.

With every stitch you make, thread your strings over the loose tail in the back to secure it to your cross stitch fabric. This will also make it less likely for your cross stitch to unravel from being tugged or pulled.[5] Cross Stitch Step 13.jpg - Watch a 10 second video 4Continue stitching. Using the same ‗x‘ stitch pattern, work outwards from the center of your cross stitch until you have completed the pattern. If you run out of thread at any point, tie the floss off in a knot at the back and cut a new piece.

Cross Stitch Step 14.jpg - Watch a 10 second video 5Finish your piece. When you have completed the pattern and added an optional backstitch border, tie off your thread underneath your cross stitch. Tie a simple knot on the backside of your pattern, and cut off any remaining thread.[6] Cross Stitch Step 15.jpg - Watch a 10 second video YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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6Wash your cross stitch. Hands are naturally very dirty and oily, and as such make the fabric of your needlepoint dirty as well. Frequent hand washing cans help to limit the amount of grime that is transferred to your fabric, but a ring of dirt around your embroidery hoop is nearly inevitable. Gently hand wash your cross stitch with soap and water and allow to air dry when you are finished with it.

Method 4 of 4: Practicing More Advanced Cross Stitch Techniques 1Create a quarter stitch. Quarter stitches are, as they sound, 1/4 of a completed 'X' shape in a cross stitch. These can be used to add subtly curved lines and lots of detail. To Create a 1/4 stitch, bring your needle from the corner of one of the boxes through the center of the box. This should create a single leg of the "X" shape.

2Make a three-quarter stitch. This stitch is another commonly used stitch for creating detail in your pattern. It is made by doing a half stitch (a complete diagonal stitch) and a quarter stitch. The appearance is of an "X" with only three legs instead of four.

3Create a back stitch. To create a solid border around your cross stitched figures, use a single strand of embroidery floss (black is usually used) and back stitch around the outline of your pattern. To create a back stitch, work vertically and horizontally (rather than creating ‗/‘ or ‗\‘ shaped stitches, form ‗|‘ or ‗_‘ shaped stitches) around your figure. Pull the needle up at the top of a box, and then back through at the bottom, repeating this pattern until you have completed the border.

4Do a French knot. Although this is not a traditional cross stitch, it can be used to create small dots or spots on your needle point. To create a French knot, pull your thread up through your fabric. Wrap your needle around the thread 2-3 times near the base of the entrance of the thread. Insert the needle back down into the fabric near the origin, holding the thread taut as you do so. Pull the needle all the way through to complete the French knot.

HOW TO CROCHET? While a stick with a hook and a pile of yarn might not seem like it has much potential, the possibilities are actually endless when you give crocheting a go. Follow these simple steps to learn how to crochet and you will be making sweaters, scarves, and tea towels like a pro in no time.

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Part 1 of 3: Learning about Hooks and Yarn

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Know about the different kinds of yarn. There are many different kinds of yarn that you can crochet with. The type of yarn you pick will depend on the type of project you are doing. If this is your first time trying to crochet, it is best to stick with a simple, plain yarn made of cotton or soft acrylic yarn. Choose a solid color for the yarn so that as you're learning, you can see how the stitches are made--patterned yarn would make this more difficult.[1] 

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Soft acrylic yarn: This type of yarn is less expensive than other yarns, which makes it good for beginners who are just learning new patterns. Try to avoid the absolute cheapest yarn when you do begin making projects to give away, as many cheap yarns can be scratchy (and who wants a scratchy scarf?)

100% Cotton yarn: Cotton yarn is good for making things that you think will get washed a lot (such as dish towels.) Cotton yarn is absorbent and easy to wash.

Novelty yarn: This yarn is the most varied and generally the most expensive. Novelty yarn can be made of very soft, fine wool that results in deliciously soft sweaters and scarves. Keep in mind that this kind of yarn can’t be washed as often as cotton yarn.

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2 Look at the yarn’s label to determine your hook size. These days, almost every yarn has label on it that will tell you which size hook to use. If you do not own any hooks and this is your first time crocheting, purchase the size hook that the yarn you would like to work with recommends. Hook sizes are measured in millimetres or fractions of an inch. 

As a general rule, the thicker the hook, the thicker the yarn will need to be.

Hold the crochet hook in a way that feels comfortable for you. While there is noright way to hold a crochet hook, there are two basic styles which can be reversed, depending on which is your dominant hand. Holding the hook incorrectly can lead to your hand cramping .

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Using the Over-the-Hook position: Hold the hook so that the handle rests against your palm, like a pencil. Your hand should go over the hook with your thumb and index finger placed so that they are grasping the thumb rest (an indentation in the handle.)

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Using the Under-the-Hook position: Hold the hook like you are holding a spatula.

Your hand should be under the hook with your thumb and forefinger placed on the thumb rest.

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Part 2 of 3: Learning Basic Crochet Patterns

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1 Make a test swatch. As you're learning, your tension may vary. Before you begin a pattern, make a test swatch. A test swatch is when you practice a specific stitch without trying to make anything--you are simply practicing how to do the stitch while also figuring out your preference on how tight or loose you would like your stitch to be.

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2 Crochet a chain. Every crochet project begins with a chain stitch, usually abbreviated as ch in instruction pamphlets. Practice crocheting a chain for about 10 to 15 minutes a day until you are able to hold the yarn so that it is not too loose or too tight. 

Form a slip knot around the hook, and wrap the yarn around the hook. To make a slip knot, make a loop with your yarn so that the tail of the yarns hangs down behind YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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the loop. Guide the hook through the loop under the tail and then back out of the loop. Pull the tail, which will tighten the yarn around the hook, making a slip knot.[3]

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Use your thumb and middle finger of your left hand (if you’re right-handed) to hold the end of the slip knot. Use your left index finger to guide the yarn from the back to the front around the handle of the hook. Use the hook to pull the yarn through the loop on the hook--one chain link will form. Repeat this process to make a chain stitch.[4] 3 Make a slip stitch (abbreviated sl st.) This stitch is used to join work, bind off stitches, reinforce edges or carry yarn to a different working position without adding extra height.

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Make a chain stitch that is six chain links long. Slide the hook through the first chain link you made--doing this should form a ring. (The first chain link is the one furthest away from the hook, since you made it first.)[5]

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With the hand you use to move the yarn (not your dominant hand) wrap the yarn around the hook from back to the front. At the same time, rotate the hook so that it’s throat (so the tip of the hook is facing you.)

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Pull the yarn and hook back through the stitch and then through the loop on the hook. This completes one slip stitch.

4 Make a single crochet (sc). Draw a new loop through the chain stitch (but not through the loop that is already on the hook). You should now have two loops on the hook. Pull a new loop of yarn through both, remaining with a single loop. Repeat. 

Single crochet is a relatively tight stitch and will result in a more closely stitched material.

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5 Double crochet. Double crochet stitches are great for making sweaters and scarves because they are a bit looser than other stitches (so your sweaters will be more comfy.) 

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Make a chain with 15 chain links in it. Yarn over the hook from front to back. Slide your hook between the first two front loops and under the fourth chain link from the hook. Yarn over the hook again.

- Watch a 10 second video Pull the wrapped yarn through the chain stitch by gently guiding the wrapped hook through the chain. This should result in having three loops on your hook.

Pull your hook through the first two loops on the hook. Yarn over the hook again and then pull the hook through the last two loops on the hook. Your double crochet is complete. Repeat.

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Part 3 of 3: Ideas for More Advanced Projects

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1 Learn how to make a turning chain. Turning chains are helpful when you want to change direction with your stitch.

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2 Crochet in the round. Crocheting in the round allows you to create circular things like hats and coasters.

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3.

3 Crochet a granny square. Granny squares are what allowed your grandma to whip together a crocheted blanket in the blink of an eye.

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4 Crochet a rag rug. Have a lot of clothing and old blankets that are dear to you but pretty worn down? Preserve their memory by making them into a rug!

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Go green by crocheting your own pot scrubber. Making a scrubber that can be used endlessly will lend your kitchen a bit of eco-friendliness that we should all strive for.

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How to Crochet a Vintage Rose Doily. Doilies add elegance to anything they get placed on, even the most scratched of tables. Add a touch of the refined to your home by crocheting doilies.

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7 What could be cuter than a baby wearing a homemade baby bib? A baby that is wearing a bib you crocheted yourself.

What are Cereal Crops and Pseudocereals, Examples Ben G. Bareja, 2010 Cereal crops are interchangeably called grain crops. In many publications and correspondence, they are simply called grains or cereals. As of 2012, the top 5 cereals in the world ranked on the basis of production tonnage are maize (corn), rice (paddy), wheat, barley and sorghum. These crops are also among the top 50 agricultural commodities in the world with maize ranking second next only to YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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sugarcane, rice (paddy) - 3rd, wheat - 4th, barley - 12th, and sorghum - 30th.

Another cereal crop, millet, ranks no. 42 (FAOStat 2014, updated Aug. 18, 2014).

According to Chapman and Carter (1976), ―a cereal is generally defined as a grass grown for its small, edible seed.‖ They also explained that all cereals areangiosperms, monocots, and members of the grass family Gramineae.

Similarly, Lantican (2001) defines cereal or grain crops as agronomic crops belonging to the grass family Gramineae which are utilized as staples; the word ―cereal‖ is derived from the most important grain deity, the Roman Goddess Ceres.

However, it should be clarified that the edible seed of cereals, also referred to as a grain or kernel, is botanically a fruit called caryopsis. It consists of a seed that is enclosed by a pericarp or fruit wall. The pericarp consists of three tissues: the endocarp, the mesocarp, and the exocarp; but these are fused together and inseparable from the seed coat. It is the outermost exocarp that is visible in the kernel of corn (maize).

Wikipedia (Oct. 13, 2010) defines cereals, grains, or cereal grains as grasses (monocot plants belonging to the family Poaceae or Gramineae) that are cultivated for the edible parts of their seeds such as the endosperm, germ, and bran. However, it includes in its enumeration of cereal crops those that belong to the pseudocereals.

The pseudocereals or pseudograins are not grasses and include members of the familiesAmaranthaceae (amaranths), Chenopodiaceae (goosefoot)and Polygoniacea e (smartweed). The principal pseudograins of the Americas belong to the amaranth and goosefoot families. These plants produce dry fruits which are called by various terms such as nutlets, achenes and grains (http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Amaranthus/ind ex.html, accessed October 20, 2010).

FAO's definition of cereals also describes these plants as annual plants (including rice, canary grass, buckwheat and triticale) which generally belong to the gramineous family, producing grains that are used for food, feed, seed and production of industrial products like ethanol. It emphasizes also that the term "cereal crops" should be limited only to those crops that are harvested for dry grain.

It appears, therefore, that in the strict sense cereal crops are grass plants grown for the harvesting of their mature botanical fruits called caryopsis. But the term is now YOUNG JI INTERNATIONAL SCHOOL / COLLEGE

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oftenly used to include the pseudocereals (or pseudograins) which are utilized primarily as staple food just like the cereals but they are not grasses.

Further, the harvesting of the thin, outer fruit wall or pericarp only becomes necessary because it is inseparable from the inner seed. It is for the uses of their seeds, particularly the starchy endosperm, that cereal crops are cultivated.

In addition, although cereals are annual plants some, like rice and sorghum, are often grown as ratoon crops. However, Washington State University (2010) reported that perennial grains can be available in the next two decades. Researches on the development of perennial grains, primarily wheat, are ongoing in several countries.

List of Cereal Crops: Rice (Oryza sativa) Wheat, bread wheat (Triticum aestivum) Durum wheat, macaroni wheat (Triticum durum) Corn or maize (Zea mays) Job's Tears, salay, adlay, tigbe, pawas (Coix lachryma-jobi) Barley (Hordeum vulgare) Millet (Panicum miliaceum, Eleusine coracana, Setaria italica, Pennisetum glaucum) Sorghum (Sorghum bicolor) Oat (Avena sativa) Rye (Secale cereale) Triticale (xTriticosecale) Teff, taf or khak shir (Eragrostis tef) Fonio (Digitaria exilis) Wild rice, Canada rice, Indian rice, water oats (Zizania spp.)

Spelt (Triticum spelta) Canary grass (Phalaris sp.)

Pseudocereals: Quinoa (Chenopodium quinoa) Amaranth or Grain amaranth (Amaranthus spp.)

Buckwheat (Fagopyrum esculentum) KaĂąiwa (Chenopodium pallidicaule) Pitseed goosefoot (Chenopodium berlandieri)

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