CHILDREN’S LITERATURE of the SOUTHWEST

To learn more about a place, immerse yourself in the literature of that region. I want to take you on a journey to the Southwestern part of the United States through literature written for children. Here are some selected books for young readers to delight, learn, challenge, and inspire. 

alphabetized by authors last name

Astorga, Amalia (as told by Gary Paul Nabhan)

Efrain of the Sonoran Desert: A Lizard’s Life Among the Seri Indians (Published by Cinco Puntos Press in 2001)

This book tells the story of the Seri Indians. Dr. Nabhan retells the story from Seri Indian Elder Ms. Amalia Astorga, and Janet K. Miller is the illustrator. Ms. Astorga’s story about her friendship and death of her pet lizard Efrain. Cultural and linguistic descriptions give the reader a deeper appreciation for the Seri Indians who are at-risk of becoming extinct with a population decrease to little more than 600.

Begay, Shonto

Navajo: Visions and Voices Across the Mesa (Published by Scholastic in 1995)

This is a book of poetry with paintings that depict Navajo life. Words flow together like songs. A treat for the eyes too with his beautiful illustrations. My favorite poem in this collection is one called, “In My Mother’s Kitchen.” This and the other poems take the reader into Mr. Begay’s world and life as a Navajo from the Southwest.

Bruchac, Joseph and James

Native American Games and Stories (Published by Fulcrum Publishing in 2000)

The father and son authors team up with illustrator Kayeri Akweks to share Native American tales and games. Contents include: (1) ball games and team sports, (2) bowl games and other games of chance, (3) games of skill, and (4) awareness games. This would be a great book for teachers or parents to use with children to have fun and gain a greater awareness of Native American culture.

Canales, Viola

*The Tequila Worm (Published by Wendy Lamb Books in 2005)

The main character, Sofia, is offered a scholarship to an exclusive boarding school in Texas away from the barrio and her family. Sofia is challenged when she is faced with having to learn how to survive in two different environments. A chapter book with 199 pages, The Tequila Worm has rich and relatable characters to interest tween readers.

Chavarria-Chairez, Becky

Magda’s Piñata Magic (Published by Piñata Books in 2001)

The tradition of the piñata is celebrated in this story of how a girl named Magda uses her imagination to create a joyful party. Full Spanish and English text is included in the book.  Illustrated by Anne Vega with enchanting pictures of the characters and places. Here is an example of the rich description that accompanies the colorful images, “The children’s mouths fell open! It was a life-sized piñata of Gabriel, wearing his favorite outfit, too – a cowboy shirt, a fringed best, blue-jeans, and boots complete with toy spurs.”  

 Cisneros, Sandra

Hairs/Pelitos (Published by Dragonfly Books/Alfred A. Knopf in 1996)

In perfect unity, the author Cisneros and the illustrator Terry Ybañez tell the story of family diversity. Each family member has different hair. The book has English text at the top of each page, and Spanish text at the bottom of each page. A book has a beautiful message to celebrate what makes us unique.

Garza, Carmen Lomas

*In My Family/En Mi Familia  (Published by Children’s Book Press in 1996)

Carmen Lomas Garza shows the many traditions she grew up with in the southwest. When you read this you will see that every time you turn the page you learn something about southwestern and Hispanic culture. A special treat is waiting for you at the end of the story where the author/illustrator answers questions from children.

Hayes, Joe

The Coyote Under the Table (Published by Cinco Puntos Press in 2011)

This book is meant to be savored over time, rather than read from beginning to end quickly. Your child will meet fascinating characters and stories that have been passed down generations in the storytelling tradition. The book has over 100 pages of a variety of folktales told in Spanish and English. Children can choose their favorite story and practice the art of passing on the story to others.

Hayes, Joe

The Gum Chewing Rattler (Published by Cinco Puntos Press in 2006)

As someone who loves to chew gum, this story captured my imagination and interest. Mr. Joe Hayes tells the story of his beloved childhood past-time of chewing gum. Mr. Antonio Castro L. brings the characters to life with the brightly colored pages of a rattlesnake chewing gum and blowing bubbles. Hmmm, I wonder if the rattlesnake added peanut butter to make the bubbles bigger like they do in chewing gum contests?

Hillerman, Anne

Rock with Wings (Published by Harper in 2015)

Shiprock, New Mexico is the star of this novel. I slipped this one in even though it is not really written for children. I just love it so much! The reader is treated to the beauty of this region through the story with Bernadette Manuelito solving a mystery. This is Ms. Hillerman’s second novel from the Chee and Leaphorn detective series started by her father, the late Tony Hillerman. Her first book in the series was “The Spider Woman’s Daughter.”

Hoagland Hunter, Sara

The Unbreakable Code (Published by Cooper Square Publishing in 1996)

This is an incredible story about the Navajo Code Talkers. The author writes about the WWII contribution made by Navajo soldiers who created a secret code used to transmit sensitive information during war time. Ms. Julia Miner depicts John, the young boy, talking with his grandfather in earth tones and beautiful detailed pictures. Children will learn about an important time in our U.S. history, Native Americans and the Navajo Nation.

Hodgson, Mona

Bedtime in the Southwest (Published by Rising Moon in 2004)

Animals in the Southwest are getting ready for sleep in this visual and poetic treat. Ms. Renee Graef illustrates this picture book brilliantly. Each page has rhyming text written in the form of questions. It is a wonderful story to read with a child when they are going down for a nap, or getting ready for bedtime for the night. Challenging sleep behaviors are questioned as children learn about the diverse animals living in the Southwestern habitat.

 Jimenez, Francisco

The Circuit (Published by University of New Mexico Press in 1997)

The Circuit is an auto-biography written by Dr. Francisco Jimenez who tightly weaves story after story from his years as a little boy moving from Mexico to California in the 1940s and 50s. The struggles and joy he faced are situations many of our children can relate to. My heart opened up! This is a tear jerker and love story written about family. Every teacher should read this book to gain a deeper understanding of what children facing learning dual languages and/or immigration issues. 

Lund, Jillian

Way Out West Lives a Coyote Named Frank (Published by Puffin Books in 1993)

Frank is an adorable coyote living a carefree life in the southwest. He plays with his friends Larry and Melanie. The colorful illustrations show Frank surrounded by southwestern beauty in nature. He, along with his friends, encounter other animals of the desert. Children will enjoy Frank’s playful adventures.

Marsh, T. J. & Ward, Jennifer

Way Out in the Desert (Published by Rising Moon in 1998)

Kids will love finding the hidden numbers on each page cleverly illustrated by Mr. Kenneth J. Spengler. Ten Southwest animals and their habitat in the Sonoran Desert are presented. A glossary is provided the reader at the end of the book, along with a song called, “Way Out in the Desert.”

Momaday, N. Scott

Circle of Wonder: A Native American Christmas Story (Published by University of New Mexico in 1994)

Mr. Momaday tells the story of “Tolo” based on his own boyhood growing up in Jemez Pueblo, New Mexico. Vivid colors help tell the tale about a special Christmas. Circles, the center of circle, and light imagery are used. My favorite part of the book is, “Tolo knew then that he had been led to the center of the Holy Season. He thought again of his grandfather, who he know was near among the trees, and of his parents , and of the Christ child, who had come to live the twelve days of Christmas in his home” (p. 36).    

Mora, Pat

*Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart (Published by Alfred A. Knopf in 2005)

Illustrated by Mr. Raul Colón, this story is about Doña Flor who is different from everyone else. Doña Flor is a giant towering over all the people in her community. She uses her difference to her advantage to benefit the town. This is a story that shows children that being “different” is a blessing.

Mora, Pat

Bravo, Chico Canta! Bravo!  (Published by Groundwood Books in 2014)

The Canta family are mice. Mr. and Mrs. Canta are raising their 12 children in an old theater. This artistic family speak English, Spanish, and Italian. They also have the ability to speak “animal,” which comes in very handy when they are threatened by a cat that looks like a small orange tiger named Little Gato-Gato. Ms. Mora wrote this book with her daughter Libby Martinez, and illustrated by Amelia Lau Carling. The writing and illustrations honor the splendor in speaking multiple languages. My favorite part:

Chico yawned and sang, “Dulces sueños, sweet dreams.”

“Bilingual,” said Mrs. Canta. “Braco!”

Rabe, Tish

Why Oh Why Are Deserts Dry? (Published by Random House in 2011)

This book is part of the Cat in the Hat’s Learning Library series and illustrated by Aristides Ruiz and Joe Mathieu. The colorful pages will seem familiar to children if they watch the PBS show or have read the Dr. Seuss classics. The science of the desert is explained in a fun way. There are also helpful descriptions of how Spanish words are pronounced. When discussing a specific type of woodpecker, Rabe gives the reader a tip through a character holding a sign saying “Hee-luh” for the “Gila” woodpecker. At the back of the book there is a glossary and further readings on books about the desert.   

Roessel, Monty

Songs from the Loom: A Navajo Girl Learns to Weave (Published by Lerner Publications Company in 1995)

This non-fiction book that portrays the importance of weaving in the Navajo culture. In the preface of the book, Mr. Roessel explains his role in passing stories and traditions from one generation to the next. His photography is featured throughout the book, along with a rich description of Navajo fiber arts. 

Sáenz, Benjamin Alire

*Grandma Fina and Her Wonderful Umbrellas/La Abuelita Fina y sus sombrillas maravillosas (Published by Cinco Puntos Press in 1999)

This is a story about Abuela/Grandma Fina. She has a broken yellow umbrella that she takes with her on walks through town where she sees many of her friends and family. On her birthday, they throw her a party. Everyone brings her an umbrella. What is she to do with ten umbrellas?  Dr. Sáenz teams up with the talented illustrator Mr. Geronimo Garcia in this bright and colorful treat for both children and adults.

Sáenz, Benjamin Alire

*Perfect Season for Dreaming/Un tiempo perfecto para soñar  (Published by Cinco Puntos Press in 2008)

The main character is Octavio Rivera who is 78 years old. It is summer time when he goes on a dreaming spree. Talk to children about the dreams in Perfect Season. Ask children to share their own dreams. Mr. Andrade Valencia captures the story with his dreamy illustrations. This would be a sweet story to read anytime, but especially in September for Grandparents Day.  

Tapahonso, Luci

Songs of Shiprock Fair (Published by Kiva Publishing in 1999)

This story takes place in Shiprock, New Mexico. The author, Navajo Nation poet laureate Tapahonso writes about this special fair through the eyes of a child named Nezbah, while Mr. Anthony Chee Emerson breathes life into the vivid illustrations. This is a picture book and could be a fun bundle with Hillerman’s Rock with Wings which also takes place in Northern New Mexico.

*This book won the Belpre award from the American Library Association in honor of the first Latina librarian at the New York Public Library.

A part of this post originally appeared November 3, 2015 on the Association for Library Service to Children (ALSC) website.

http://www.alsc.ala.org/blog/2015/11/childrens-literature-of-the-southwest/

Ribbon Wands & Hand Kites

Homemade toys can save money, and show children the joy of creativity. A preschool teacher made my daughter this pair of green ribbon wands (pictured below). The wands are made of wooden dowels, ribbons, and electrical tape.

The ribbon wands are fun, but there may be safety concerns for some young children. To modify the wands, create hand kites to give kids the same opportunity for movement and expression as the wands. For children with emerging gross motor skills, the hand kites can be a useful modification.

There are many different ways to make hand kites. My hand kite recipe calls for silk scarves and bracelets.

To make: cut the scarf into long strips to fit the bracelet. Tie the scarf strips to the bracelet and VOILA! You have repurposed your accessories to create a new toy for children with a range of abilities.

“Imagination is the highest kite one can fly.” ~Lauren Bacall

Mr. Potato Head

Toys are such an important part of childhood. A great toy can bring back fond memories years after it is gone. Toys can serve as a learning tool for children. I had the pleasure of visiting a toy store on a recent trip to Disney Springs in Orlando, Florida. Here is where we bought my child’s first Mr. Potato Head. For less than $20, she could fill up a box with any parts she wanted.  There were so many accessories to choose from. During the shopping trip, I wondered what kinds of embedded learning opportunities we could experience from Hasbro’s Mr. Potato Head.

Here are some possible ways Mr. Potato Head can inspire fun and learning. By placing the body parts and accessories into the defined spaces, children are practicing their fine motor and eye-hand coordination skills. They will grasp objects with the palm of their hand, use fingers to make a pincer grasp, bring the potato and objects to mid-line, and hold the potato while using the opposite hand to perform different functions (like place a hat on the potato).

Early math development can occur when kids use one-to-one correspondence, count, and sort the Mr. Potato Head objects. Children are using their creativity when deciding how to dress up their potato. Pretend play happens when children use Mr. Potato Head to make up stories and scenarios. My daughter’s Mr. Potato Head got sick and she got out her “doctor’s kit” and made him better. Children can label body parts when they experiment with the eyes, ears, arms, and nose. Color concepts, shapes, and sizes can be discussed when playing.

Play with children and follow their lead. In a non-intrusive way, create embedded learning opportunities when the timing is right for the child based on his/her interests and motivation. A toy can become so much more than just what we see on the shelf at the store. A toy can be a teacher, map to exciting places, and comfort object. Mr. Potato Head comes to life when children are engaged in play.  

Reading Rainbow: The Next Generation

I grew up singing, “Butterfly in the sky, I can go twice as high....” This catchy tune was the theme song for the Reading Rainbow show. Back in the day when you watched the television show, your guide Mr. Levar Burton (from Star Trek) introduced you to books that were narrated by a reader, and you got to see the pictures from the book. The audience would sit there and watch the story unfold on their television set. The audience did not choose the books. It was a passive activity.

Today, children can experience Reading Rainbow in a much more active way. The same butterfly tune can be heard via the Reading Rainbow app. A treasure trove of books can be accessed from the Skybrary.

To get started, parents and/or teachers create an account for a child using the Reading Rainbow app. A free trial account gives the child 5 books to place in their virtual backpack.

An easy navigation system allows the child to decide: “Read by Myself” or “Read to Me.” Arrows are used to turn pages backward, forward, or a middle arrow that lets the child see all the pages at a glance. At the end of the book, the child can “Start Over” or “Close” the book. If the child sees an overlay making a circular twirl on the page, s/he can click on the twirl and observe interactive graphics.

The child is able to customize his or her own virtual backpack. Not only does the backpack turn into the unique theme, so does the rest of the background graphics on the screen. For example, if the child selects the blue rocket ship, the backpack and the rest of the graphics reflect that rocket ship motif. This exciting new world of Reading Rainbow has incredible opportunities for readers to tailor their literacy experience. The sky is the limit!

Unbreakable

“Blessed are the hearts that can bend; they shall never be broken,” by Albert Camus

Sabrina Brinson, a researcher, found that most early childhood educators were unable to identify multicultural children’s literature featuring characters from diverse populations. There is a critical need to better prepare educators working with young children through professional development in early literacy with an emphasis on multicultural children’s literature.  

Early childhood educators can inspire and inform young children with multicultural literature. Parents can enjoy literature with their children by promoting positive images of different cultures and languages.

A necessary addition to any children’s literature collection is the story titled, “The Unbreakable Code.” It is based on the true story of how the Navajo language was used to create a secret code used in World War II in order to communicate messages among American soldiers. The Code Talkers helped win the war.  

Ms. Sara Hunter, the author, tells this touching story through the eyes of a boy named John who is having trouble saying goodbye to the Navajo community he loves. John’s grandfather encourages him by telling John about his past.

As a little boy, his grandfather also dealt with the same issues of separation and transition when he was sent away from his land to go to school. He was told he needed to fit in to the dominate culture by speaking only English. When he grew older and became a United States soldier, the same Navajo language that he was discouraged from using became an asset as he and other Navajos used their native language to contribute to American history.

Children can relate to this story of family. The grandfather uses storytelling to connect with his grandson. It is truly a gift when grandparents share their stories with grandchildren. The powerful imagery and message can be passed on from one generation to the next. By the end of the book, John learns important lessons from his grandfather.

Like John, children respond to life lessons when blended into a narrative. Culturally relevant text can engage all readers - especially children from diverse cultural and linguistic backgrounds (Feger, 2006). Early childhood educators and parents can use “Unbreakable” with young children in a few ways to teach children about the people of the Southwest.  Read this story to children. Talk to children about what it means to be a Navajo and connection to the homeland. Show children the pictures. Illustrations by Ms. Julia Miner accompany the story by offering detailed depictions of the Southwest. Ask children to compare this story to their own life. They can reflect on what is the same and different about the: (a) environment, (b) people, and (c) language from book.  

Here are some ways to include multicultural literature in early childhood classrooms.

• Become informed about notable multicultural children’s literature. Organizations like the American Library Association have awards for multicultural books.

• Embed multicultural themes into the curriculum.

•  Include multicultural literature that can be used across disciplines (e.g., social studies, science, literacy, etc.) and areas of development (e.g., social emotional, speech/language, etc.).

•  Participate in training and workshops that focus on facilitating early literacy development via multicultural literature for children.

•  Share multicultural literature with parents/families, and methods of engaging with text.  

Young children will benefit from early literacy opportunities that promote a positive self image, are inspirational, and are a pleasure to read. Help children discover an unbreakable love of reading!

Additional Resources:

Brinson, S. A. (2012). Knowledge of Multicultural Literature among Early Childhood Educators. Multicultural Education, 19(2), 30-33.

Feger, M. (2006). "I Want to Read": How Culturally Relevant Texts Increase Student Engagement in Reading. Multicultural Education, 13(3), 18-19.

Hunter, S. H., & Miner, J. (1996). The unbreakable code. Flagstaff, AZ: Northland Pub.

Haircut

A child’s first haircut is an exciting time. It can also be scary for the child. Consider all the objects, smells, and activities that go on in a hair salon. Children may become overwhelmed. Select a time of day when the child is not tired and/or hungry. Children may feel comfortable bringing a familiar object from home. Assure the child s/he is safe, and the haircut will not hurt her/him. The following vignette offers an example of a child’s first haircut.

The scared little girl walked into the salon. A backpack full of toys, a doll, and dolly salon chair were comfort objects the child towed into the salon. “How-can-I help you,” asked the hairdresser.

“We are here for a first haircut,” said Mom.

“What is your name?” asked the hairdresser.

The little girl hid behind her Mom, looked at the floor, and did not respond.

Mom followed the hairdresser. The child followed Mom to the place where haircuts happen. The child saw the adult size chair that resembled her toy chair fully equipped with the hydraulic pump to make the chair go up or down. Even though there were familiar items in the salon, there were many peculiar arrangements of those familiar items. There were combs in jars with blue-green liquid on the counter. A big hair dryer like her Mom’s was sitting next to the counter in a big barrel with a long cord that resembled a snake. The unusual environment with the unfamiliar objects scared the child.

The hairdresser was wearing a black apron and offered the child a cape to wear. “I don’t want to wear that! It has buttons,” the child proclaimed. Ever since she turned three, she decided buttons are her enemy. Part of her wanted to wear the cape. After all, superheroes wear capes. Plus it had exotic animals from the savannah on the special cape. A zebra, giraffe, cheetah, and lion peered between stripes on the silky cape with buttons. “No thank you!” replied a conflicted child on the offer to wear the cape. “No worries. You do not have to wear the cape,” said the hairdresser as she put the cape on the counter.

Next, she grabbed a booster seat. She asked Mom if she would like to hold the child or if the child would like to sit in the booster seat. That is when it happened. She started to cry. It was a raw shriek that got the attention of everyone in the salon. All eyes looked at the child now. The unfamiliar environment, strange objects, the cape, and now this expectation she sit in a chair high up off the ground was too much to take!

She was afraid of getting into the chair. Will the hairdresser hurt me? What is she going to do with those weird, shiny knives she has on her fingers? What is the strange smell in here? Why do I need to have a haircut in the first place? Tears streamed down her face as she sat on the floor with her toys all around her.

The hairdresser sat down on the hairy floor with the child. They started talking about Samantha, the American Girl doll the child brought from home. “How do you like to do Samantha’s hair?” asked the hairdresser.

“I like to brush her hair. Then I pull her hair back with these barrettes,” instructed the child.

The two talked and played with the comforting toys from home.

The child was feeling safe now with the hairdresser. She was also having fun playing.

“Would you like to play on my chair and see it go up into the air?” asked the hairdresser.

“Yeah!” answered the child excitedly as she jumped from the floor and into the hydraulic chair.

The hairdresser spritzed her hair so it would be wet. She used her comb to get the tangles out. Last, she used her superhero scissors to create an artistic masterpiece. When it was all done, the hairdresser gave Mom strands of hair to keep as a memento. This was a special milestone. The first haircut!

Paying for Higher Education

Okay, so you have small tykes and perhaps their college years seem forever away. It is never too early to start planning for how to pay for your kiddo’s college education. Maybe your kids are in middle or high school and you need information about how to pay for higher education. Here are some things to consider when paying for college.

FAFSA

Start by filling out the Free Application for Federal Student Aid (FAFSA) to find out what financial aid options are available. The Department of Education starts accepting FAFSA applications on January 1st of each year for the next academic school year. After the FAFSA is complete, the student will receive a Student Aid Report (SAR). Federal financial aid is needs-based. Cost of attendance minus expected family contribution equals the student’s financial need. Dependent vs. independent student status will also be taken into considerations when determining needs. Federal aid can be in the form of grants, scholarships, and loans. If you need to borrow money for college, consider the following loan information.

Loans

Direct- Subsidized is based on financial need and the government pays interest while the student is in school or during deferment; unsubsidized is not based on financial need and the borrow pays interest, but can add it to the loan. Grace period = 6 months.

Perkins- Based on financial need, borrowing from the college, and interest accrues when payment begins. Grace period = 9 months.

PLUS loan- Parent takes out loan and is based on credit-worthiness. Grace period = none (first payment will be due 60 days after the entire loan has been disbursed).

Private loan- Interest rates are usually variable. The lender decides the borrowing limit. There may be fees attached to the loan. The student may need to have a creditworthy co-signer.

A Master Promissory Note (MPN) is signed when taking out a loan. Tip for an unsubsidized student loan: pay the interest while student is still in school. Research has been done on student work while in college. There is evidence to show that students who work 10-15 hours per week stay in college at higher rates compared to those who do not work. If a student does not finish college, they may still need to pay back loans and grants.

Financial aid can come from a variety of sources. See if your student qualifies for a Hope Credit (not a scholarship) or the Lifetime Learning Credit. If liquidating investments to pay for college, there may be tax ramifications. Confer with a tax attorney or expert for more information.

Early Literacy

Young children are developing language and literacy skills from the daily ongoing activities in their environment. Parents and early childhood educators can promote early literacy development by being responsive to young children's language and emergent literacy attempts.

Recently my three year old and I were at our local farmer’s market. She became interested in a stand at the market selling woodcraft items. The vendor showed her an alphabet board he made. He invited her to place letters in the wood board. The three of us played and talked about the 26 letter names, letter sounds (e.g., phonemes), and shapes of letters for a half hour. This is an example from the market where early literacy opportunities can happen anytime and anywhere.

Language development is the precursor to reading. Talk to children. Listen to children. Partner with children to exchange rich language experiences. Sing with children. Read with children. Tell children stories and nursery rhymes so they hear spoken language without text.

A responsive atmosphere for learning language prepares children to hear and manipulate the sounds (i.e., phonemic awareness) needed for eventually reading text. Letter names (e.g., “C”) AND the sounds the letters make (e.g., /S/ as in city) can be used in alphabet play when children are ready. Children will be encouraged when they see you playing and responding to their emergent literacy development.

Glossary

Phoneme = unit of sound

Phonemic Awareness = ability to manipulate sounds

Toy Rotation

Children can become bored with the same toys day in and day out. Parents and educators do not need to go out and buy new toys when the child loses interest.  One way to obtain and maintain interest is to rotate toys.

The practice of “Toy Rotation” requires the adult to observe how the child is responding to the toy, and then following the child's lead to provide learning opportunities.

If the child is having fun and continuing to gain enjoyment out of the toy, then continue to allow the child to play with the toy. If the child has lost interest, start the toy rotation process. The following steps can be used to get the most out of your child’s toys.

Step #1- Store Toys

Find a storage area where you can house the child’s toys. In my house, I removed towels from a linen closet which has now become our toy closet. Here is where I have organized toys that are not currently being played with by my child. When storing toys, be sure they are stored in ready-to-go condition. This may include cleaning the toy, replacing a battery, or mending a broken part of the toy.

Step #2- Rotate Toys

If you notice a child’s interest in a toy is fading, pull the toy out of play and rotate with another one that is in storage. Go to the storage area and replace a toy based on your child’s interests and motivation for play. Help your child find another toy s/he would like to play with from your storage area.

This is an iterative process. Repeat steps one and two as needed. There may come a time when your child outgrows a toy. Consider finding a new home for the toy. If possible, involve child(ren) in the toy recycle activity. Incorporate toy rotation for many hours of learning and fun for your child. 

Marisa's Chicken Cheetos

Have you ever wanted to make something for dinner only to discover a half hour before mealtime that you do not have the correct ingredients? It is frustrating. My family likes baked chicken cutlets. I was about to prepare the cutlets one night for dinner when I realized I ran out of Panko bread crumbs, and had no bread to make bread crumbs. What’s a Mommy to do?

A bag of Cheetos was in the pantry. I figured the orange-dyed, jagged, crunchy delicacies might work the same way bread crumbs do. So I pulverized (I love this word but awkward to use in daily conversation) what was left of the Cheetos bag to create a crumb mixture. Chicken and Cheetos? Who knew!

Marisa Macy’s Chicken Cheetos

Ingredients:

3-4 boneless, skinless chicken tenderloins

2 eggs

1 cup of Cheetos crumbs (to make: pulverize a small bag of Cheetos in a Cuisinart)

Directions: Cut chicken tenderloins into strips or nuggets. Coat the chicken with the egg wash. Then dip the egg-coated chicken into the Cheetos crumbs. Place chicken onto a glass baking dish or cookie sheet that has been greased with olive oil. Bake in the oven at 350 degrees for about 30 minutes or until done. Buon Appetito! 

Waiting

“Waiting is the hardest part,” sings Tom Petty. True! Waiting can be challenging. It is not easy to wait for something to happen. Or wait for someone.

Although it can be difficult for children to learn how to wait, waiting is not necessarily a bad thing for children. Waiting can help a young child learn patience and self-control. These are important building blocks for developing social emotional competency.

Waiting for my turn at the wheel at Monsters Inc. Playground at Disney's Flower & Garden Festival

Too much waiting, however, could have negative outcomes for young children. I was talking with a colleague about high/low quality early childhood programs. She said an interesting thing that I’m still thinking about four months later...children who are left waiting too long for routines and events are disadvantaged.

High quality early childhood programs are places where children are engaged, and minimal time is spent during a child’s day waiting. When a child has to wait too long, they are often taken from engaged play or meaningful learning opportunities. A useful question to ask is: How much waiting is too much? For each child it might be different. Issues to consider are: the child’s age, developmental status, environment, and routines.

All children need a safe and healthy environment to grow. Patch Adams M.D., said, “waiting in line is a great opportunity to meet people, daydream, or play.” Some waiting is fine… and can even be valuable for children. However, notice how long kids are having to wait during their day. More play and less waiting is ideal.

Lemonade Stand

One of the first business experiences many of us have is running a lemonade stand. The fashion entrepreneur, Lilly Pulitzer, got her start running a juice stand in Florida. It is said that she created colorful prints in an effort to hide the citrus stains from juicing. At least 5 important lessons can be learned when children start their own business selling lemonade.

Lesson #1- PRODUCT

The lemonade recipe, ingredients, cups, presentation, and more need to be considered by young entrepreneurs. Capital of some sort is needed to begin. Adults can help children with the start-up money necessary to invest in their product. Kids can show their creativity and design skills when inventing products. Foster their imagination by encouraging inquiry. Another fashion designer in footwear came up with his unique product for boat shoes by watching how his cocker spaniel kept from sliding around on slippery surfaces. He copied the design of the dog’s paw and replicated the paw print on the sole of the shoes. Product ideas are everywhere…even where you least expect it.  

Lesson #2- LOCATION

Where to sell the lemonade and set up shop is another important decision kids and adults will make. Deciding where to operate the lemonade stand will need adult support and supervision. Parents: be sure the location is safe. Consider traffic and cars, as well as other safety needs of children. Scout out areas that meet optimal safety standards. Kids will also need to sell their product in locations where there are customers.

Lesson #3- MARKETING

Help children get the word out about their business. Posters and other communication materials can be made by the kids. Their marketing campaign can be implemented with the help of an adult.

Lesson #4- SALES

It really becomes fun for kids once the stand is all set up and customers start to shop at their lemonade stand. Children can learn about selling their product. Some questions about money are: (1) how much will they charge for their product, (2) will it be a donation, and (3) do they have enough money to make change on sales? Children can further the decision making process when they decide what to do with the profits they make from sales.

Lesson #5- MANAGEMENT

Managing the lemonade stand takes time and effort. If there is more than one child involved, a process for managing labor will need to be considered. For example, employee roles and responsibilities will need to be discussed.

An adult should closely supervise children while they are learning all aspects of starting their business. Operating a LEMONADE STAND is a valuable learning experience and so much fun!

Get your fresh lemonade!

Tide Pools

Gather up the children and head to your nearest coastline. Young scientists will have a blast visiting tide pools. You are cordially invited by the seashore to explore the environment.

Who:

Explorers of all ages will enjoy a trip to the tide pools. Due to the shifting surface, functional mobility and balance are needed when accessing the tide pools.

Where:

Seaside areas that have low/high tides. Every 24 hours there are two low tides and two high tides (thank you, moon). You will want to time the tides so that you can see the most critters.  

When:

The best time to visit the tide pools is during low tide. Go during a minus tide. I really like Protides.com for tidal schedules and information. The National Oceanic and Atmospheric Administration (NOAA) is another excellent source.

What:

Properly supervise children. The beach can be a wonderful place to explore when safety considerations are made and with appropriate adult supervision.

Consider footwear. Rubber boots are my favorite to keep feet dry and safe from sharp objects on the beach.

Take home your memories and pictures, but please leave shells and other seaside artifacts behind for at least two reasons. First, the sea objects that many people like to collect may serve a valuable purpose in the wild. For example, a beautiful butter clam shell may become a cozy home for barnacles, crabs, and other sea life. Second, there may be dangerous bacteria and other micro-organisms that could make you and your children sick. Be sure to wash with soap and clean water when you get home from your day at the beach just in case you came into contact with any harmful organisms.

Here are some things to bring on your adventure: bucket, shovel, rake, magnifying glass, flashlight, camera, raincoat/poncho/umbrella, and field guide to learn more about the sea treasures you may encounter.

Make some memories with your kiddos. Enjoy and have fun! Here is a song my daughter and I made up on our day at the tide pools in Des Moines, Washington.

(sung to the tune of “Going to the Zoo”)

"We’re going to the beach! Beach! Beach!

It’s time to reach! Reach! Reach!

…the shore! Shore! Shore!

So we can explore! Explore! Explore!"

I hope you can visit. Buon viaggio…have a good trip.

RSVP: Please feel free to leave a message about your experience with tide pools.

Looking for a High Quality Early Childhood Program for Your Child?

Finding a high quality early childhood program for your child is worth the work it takes to do research. There are at least seven questions to ask to find a good match for your child and you.

1.      Is the program accredited?

The National Association of Early Childhood Education (NAEYC) has an accreditation system. This is something to look for when shopping around, because if the program is accredited by NAEYC it means they uphold professional standards. You could do a search for NAEYC accredited programs in your area. Regulations must be followed in order to acquire and maintain NAEYC accreditation.

State accreditation is another feature to look for when researching early childhood programs. Accreditation systems are different state to state. Many states have evaluation or a star rating similar to hotel or restaurant. In the state I currently live in we have a star rating where 5 stars is the best (scale = 1-5). Several quality indicators must be present in order to earn stars which include but is not limited to: level of education and training of staff, facility, and operating procedures.  

2.      What do you learn from a tour of the site?

Visit the early childhood program. Meet the director, teachers, and other staff. Avoid relying only on an electronic search, but take the time to go in person.  You can learn a lot about a program from being there.

3.     What can you learn from others?

Current parents are good sources of referral. Find parents who have older children who attended in the past and ask them their opinions about the program. Your family pediatrician and health care provider might also be able to give you a referral. Referrals or testimonials from others can give you important information.

4.      What is the program philosophy on play?

Play is an important part of learning. Children learn when they play. Determine if the early childhood program has time and resources to facilitate engaged play.

5.      Is the physical and social environment safe/healthy?

Look for a clean atmosphere. Observe professional behavior of adults. What are adult interactions with children like? Are the children being properly supervised? How do the children interact with peers? Early childhood programs have environmental ratings that provide a useful measure of the quality of the environment.  

6.      Do the staff and children follow established routines?

Find out what the daily schedule is for children. Notice what routines are followed. Predictable routines are important for children and can provide a strong foundation for learning.

7.      Are health and safety practices evident?

Early childhood programs should demonstrate health and safety practices. Everything from hand washing to procedures for sick children should be planned. Ask if you can have a parent handbook where you can learn more about the program. Be sure to review it thoroughly before making a decision.

Program quality varies greatly across early childhood settings. Ask these questions prior to enrolling your child to ensure a great start.

A Play

We went to see Gilbert and Sullivan’s Iolanthe which was first produced at the Opera Comique in London in 1882. It was my child’s first play. The children’s theatre company sang, danced, and acted in such a way that maintained my toddler’s attention for over two hours. On the drive home, we talked about our favorite things in the play. My favorite part was the music by Sir Arthur Sullivan. In particular, was a song entitled, “When I Went to the Bar” sung by Lord Chancellor who is one of the main characters. He is having a conversation with himself and the chorus repeats “said I to myself- said I.”

My toddler said the people were her favorite part of the play. The actors and actresses had beautiful singing voices, colorful costumes, and had interesting words and movements. The fairies in Iolanthe wore colorful wings that were similar to the ones my daughter wore to the play

When we were done saying our favorite things, it got quiet in the back seat. At first I thought she fell asleep since it was past her nap time. Then I heard it. A question that Sir Lord Google was unable to help me with at that moment. “Mommy, why do we call it a play?” Hmm. Why is a live, stage performance referred to as a play?     

Maybe it is because the places a play can take you… Said I to myself – said I! Like a roller coaster ride, a play has twists and turns. A play can take you to exciting locations through staging, costume, and story without ever leaving your seat. When we play, we use our imagination and can transport ourselves similarly.

Maybe it is because the audience attending the play is experiencing a collective leisure activity... Said I to myself – said I! Doing something with others can bring us happiness. We need each other. Play is enjoyable when we have others around to join in the fun. It does not have to be engaged play with another person, but parallel play is where we can sit beside and enjoy the other person’s company.

Maybe it is because the creative expression required to produce a play … Said I to myself – said I! Dressing up in costumes, pretending to be something you are not, trying out different roles, and using language in experimental ways are things children do when they play. A live stage production is not all that different than watching a young child play.

Whatever the reason we call it a “play”, a really good one does feel the same as play. There is nothing better than getting lost in play! (Said I to myself – said I)

PLAY

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Ice Cream

Nothing says summer quite like ice cream. It can be licked, bitten, slurped through a straw, spooned and shoveled. It comes in many flavors. It is cold and refreshing on a hot day.

But there is something about ice cream and young children that can be confounding. How can a child eat only two bites and be done?

Researchers at Penn State University have a line of research I call the Mac-n-Cheese Study where they experimented with how young children clean their plates. They found that preschoolers typically eat about 1/3 of their food, or 186 calories, when given a one cup portion of macaroni and cheese. But, when given a two cup portion of the "comfort" food the kids ate about 1/2 of their food, or 258 calories.

The more food the adults put on the plate, the more the preschoolers ate.

Larger portions encourage overeating. Avoid portion distortion by placing too much food on their plates. Youngsters do not need membership in the clean-your-plate club. Kids may be done after a couple of bites.

Instead of encouraging eating all of their ice cream the next time I hear a child say they are full after a couple of licks… I will celebrate with song by singing my Dad’s favorite tune for the occasion:

I scream!

You scream!

We all scream for ICE CREAM!

The leftover ice cream can be saved in the freezer for another day.

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Minions v. Woodstock

Summer movies are a fun way to beat the heat. Stealing the hearts of many this summer are the Minions. I could not help compare the jaundice colored creatures from the mastermind Pierre Coffin to the feathered one created by Charles M. Shultz.

Woodstock, Snoopy’s shrewd sidekick, warms my heart like no other. The Peanuts television specials of my childhood were my first introduction to Woodstock, his Beagle buddy, and the band of children. I loved reading the comic strip if I had any extra copies of the Seattle Times laying around after delivering the newspaper to customers on my paper route.

The Minions have many things in common with Woodstock. They are both petite and yellow. They both have a secret language that only their friends can understand. Both have a physical, slapstick humor. The Minions and Woodstock are indestructible. We want to root for these underdogs.

Although they are similar in many ways, their characteristics diverge in their pursuit of leadership. The denim overall clad creatures, with eyewear envy, are looking for a leader who is malicious. They find Scarlett Overkill. She fits the bill with her speech about how it feels good to be bad. She is the opposite of a positive role model for children. Sorry Sandra Bullock.

Then there is Woodstock who basically just wants a capable manager (birdager). Woodstock has a complicated relationship with Snoopy. But one thing is for sure. Woodstock and Snoopy are friends who are able to overlook shortcomings.

The Minions and Woodstock have a lot to teach our children about qualities we want in ourselves, friends, and leaders. The other thing I know for sure is that HAPPINESS IS… an air-conditioned movie theater, popcorn (half salt/half butter – thank you “Best in Show”), and a great story with interesting characters.

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Moving with Little Ones

Many people would rather scrub toilets at their local gas station than move. It is no picnic moving with little ones. I moved households when my daughter was 3 months old, 29 months old, and again at 38 months old. Here are some things I learned to keep me from cleaning toilets at Shell.

1. Have FUN!

Depending on the child’s age, they might have a hard time watching you place their cherished belongings in a box. My toddler was confused when she saw me placing her toys in a box. It was helpful to explain in words/concepts the she could understand that her belongings would be meeting us at the new house. Talk to your child about where, why and when you are moving. Answer questions and facilitate communication about the move. Make moving fun by incorporating your child’s interests into the move. My child was really interested in stickers. She placed “her” stickers (e.g., stars, smiley faces, etc.) on the boxes. 

2. Be flexible with packing.

Finding the time, energy, resources, and conditions to pack all your belongings is extra challenging when you are also caring for children. It is not always possible to pack when your children are away, but ideal. I found it much easier to pack when my child was asleep or away from the house.

3. Help your child with saying “Good Bye.”

Closure is important not only for adults, but children too. Acknowledge your child’s feelings about moving. Is she scared, excited, nervous, happy, and or mad about the move? Having a closure activity or ceremony can help children say good bye. A going away picnic with her favorite treats is how my toddler spent her last day with friends.

4. Unpack treasured things.

Let your child unpack some of his or her boxes when you get to the new location. It will feel like a birthday or Christmastime when they unpack their familiar objects at their new home.

5. Resume familiar routines when you get to the new location.

Keep sleep and meal routines the same or similar when you move. Go to bed at the same time at night, and keep nap times predictable. Maintaining your child’s sleeping and eating routines can help with their ability to self-regulate. 

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