Lagniappe

I love shopping at Nordstrom. It is not because of the piano player perched next to the escalators. It is not because of the free samples of perfume. It is not even the cheap but delicious coffee, or the lime and chicken cilantro salad from the café. The reason I love shopping at Nordy’s is because of the way I get treated when I shop there.

The customer service practices keep me coming back again and again. Being able to return something that just didn’t quite work out is a fabulous feeling. I no longer have to suffer buyer’s remorse. Once I bought a pair of “Not Your Daughter’s Jeans” (NYDJ). I’m not kidding when I say NYDJ has some kind of miracle ingredient in the fabric. They stretch in a slimming way. I thought I won the trouser lottery when I bought my first pair. A few days later I got a card delivered to me. The envelope in the mail was addressed to me from Nordstrom. I was curious to see what was inside. A bill? No. A coupon? No. An advertisement? WRONG!

The salesperson who changed my life by introducing my bumper to these amazing pants wrote ME a thank you note. Her handwriting was beautiful (she must have had some great teachers who taught her cursive)! I should have been the one sending HER a thank you note.

The Nordstrom associate understood lagniappe in serving customers. Merriam Webster defines lagniappe as, “a small gift given a customer by a merchant at the time of a purchase; something given or obtained gratuitously or by way of good measure.”

I have been on the receiving end of lagniappe many times. My uncle Lorenzo took me with him to shop at an outdoor market near Naples. He did most of his shopping at outdoor markets and specialty shops. No super stores.  Unlike in America, you don’t just “run” an errand. People there just didn’t seem to be in a hurry. I watched my relatives savor their meals, savor conversations, and savor the good life—vita bella! A shopper will no doubt see people they know at the market, and shopping for groceries is an event.

I wanted to buy some blood oranges. I’d never seen a blood orange before, and I was captivated by the vendor singing and trying to attract customers. It was fun being there and just observing his shenanigans. I handed the Tenor Vendor singing “O Sole Mio” a handful of lira (Italian currency before the Euro) and he gave me my purchase. In addition to what I bought, he gave me about two cups worth of hazelnuts. He also gave me and the other customers quite a show that even Luciano Pavarotti would envy. Now I have a word for it.... That’s LAGNIAPPE!

In the U.S. we have "gift with purchase" that is similar to what the Italian produce man did where he gave his customer a little something extra. Another company known for lagniappe is Disney. Every year, my husband and I take my daughter to Disney World for her birthday week. In 2015, we stayed at the Animal Kingdom Lodge. We checked in around 4pm. The person at the desk asked if we were celebrating anything special. "Our child's birthday," we said. We went up to the room to drop off our suitcases. Then we went to one of the parks.

When we got back to the room, we noticed a tray on our table. There were confetti sprinkles, a cloth napkin, and a note. “Check your fridge for your gift,” was written on the note. There sitting in the refrigerator was a round eight inch vanilla cake with two layers of strawberry filling. It said, “Happy Birthday” and even included our child’s name. Not just the generic Happy Birthday, but her name was written in frosting on the cake. Correct spelling and all.

I thought my husband was the cake fairy, and he thought it was me. We put our heads together to solve the cake mystery. A good working theory is needed anytime one tries to solve a mystery. After watching hundreds of Law & Order reruns, I have come up with my own theory about who the guilty party is. My theory is that it is usually the person least expected. The one character in the show you would never imagine is the suspect.

So, who could our cake fairy be? Who is the person least expected to send a cake for my daughter’s birthday week. I thought it was my in-laws. “Could it be Grandma and Grandpa?” I asked my husband. “No, I don’t think they know we’re here,” he replied.

“Could it be Nonno and Nonna?” I speculated. Then I realized, they too didn’t have the details of where we were staying. “Maybe it is Mickey Mouse… he’d be the one least expected to surprise you with a cake,” I said to my three year old. I called down to the main desk and they confirmed my theory. Eureka! It was Mickey Mouse! That is going the extra mile. That’s LAGNIAPPE!

Mickey Mouse knows lagniappe...

My theory works (almost) every time. Try it the next time you are perplexed. Another American company known for lagniappe is the Marriott. I took my daughter to Seattle to visit family when she was fifteen months old. We drove four hours from our house in central Pennsylvania to Philadelphia. Instead of getting on the flight the same day, I decided to break up the trip and stay over in Philly for the night. The trip to Washington would be about 6 hours and I didn’t think the 10+ hours of travel would be good for my baby.

We checked in and asked for a crib for my daughter. They sent someone up with a crib and crib sheet. The Marriott employee set up the crib for us. Then he gave us a teddy bear wearing a Marriott shirt. That’s LAGNIAPPE!

When I take my car in for an oil change, the dealership throws in a car wash. That’s LAGNIAPPE!

In all these scenarios, someone went above and beyond what was expected of them to make their customer happy. It was unnecessary, but greatly appreciated. I think it would be an amazing paradigm shift if we started treating families like they are cherished customers. Customer satisfaction should be an important goal in the delivery of services we provide our students and their families in educational settings. LAGNIAPPE!

Screening with Meaning

Parents and familiar caregivers have a unique view into the window of their child’s learning and development.  

The view from the Santa Maria del Fiore of Florence, Italy from inside Filippo Brunelleschi's dome.

We are usually the first one to notice when something does not seem right. A screening assessment is an initial step into verifying a concern. It is only a snapshot with a limited view. A more comprehensive evaluation may be warranted, depending on the results of the screen, where a bigger picture will be taken. Screening with meaning happens when we use the information obtained from parental/caregiver report and observations.

I just finished editing a special issue on promising practices, models, and research in the early identification of young children with delays and disabilities that will appear in the next issue of the Journal of Intellectual Disability - Diagnosis & Treatment. There are eleven journal articles written by experts from around the world in this collection with a wide range of topics related to early detection of delay or disability in early childhood. Three of the articles are international and show what early identification practices look like in Greece, Japan, and Sweden. Other topics range from improving ways to assess children with social emotional difficulties and behavioral challenges to innovative methods for screening young children in remote, hard to reach locations and communities. The innovative ideas in the articles can be applied to create useful meaning out of screening.

To get the most out of developmental-behavioral screening, here are some things parents can do to have a meaningful screening assessment experience.

Before the screening:

• Locate free screening assessment. All states and outlying territories are required by law to offer services free of charge to parents.

• Request alternate language if needed.

• Reflect and jot down your concerns about your child’s development so that you can share them with the professional. Your notes will help you remember everything.

During the screening:

• Participate in the screening assessment with your child.

• Share information about your child with the professional. Explain what you notice him or her doing during: routines (e.g., meal times, sleep, brushing teeth, toileting, bathing, dressing, etc.), transitions, play, interactions with you, your family, peers, and others.

• Bring someone to the screening assessment who can offer you support. Having a trusted and supportive person can help you and your child feel comfortable, and be an extra set of ears to listen to the information given to you by the professional.

• Share your concerns with the professional.

• Ask your questions.

After the screening:

• Find out what the next steps are.

• Implement positive and healthy coping strategies while you wait for the screening assessment results. Waiting for results can be scary. Don’t panic. Screening is an initial stage of gathering information and there will NOT be a diagnosis from this brief screening assessment. The results will either indicate further assessment is needed, or not.  

Meaningful Screening in Action:

A friend of mine who I will call “Aurora” was concerned about her son. He was 15 months old and not walking. Aurora was worried about him. She contacted the early intervention program in her community, and found out they were hosting a screening clinic at her nearby shopping mall. Aurora arranged to have an interpreter because English is not her native language. She wrote down her concerns about her child’s development and brought them with her to the screening assessment.

The day of the screening assessment Aurora made sure her son was well rested and fed. He was comfortable and performed the way he usually does. Aurora shared information with the professional, asked questions, and explained concerns about her son not walking yet. Her best friend accompanied her to the screening assessment for support. When it was over, the professional explained what would happen next in the process.

While Aurora waited to hear back from the professional with results from the screening assessment, she implemented positive ways to cope with her anxiety. She called her brother who always makes her laugh. She went running. Aurora and her son did fun activities they both enjoy. Like going to the swimming pool.

Two days later Aurora got the call from the professional with results from the screening. Aurora’s intuition was right. Her son performed differently from his same-age peers in the area of gross motor. A team of professionals completed a comprehensive evaluation on her son. He qualified for therapeutic services called early intervention. He eventually started walking and getting stronger in all areas of his development. After a year, Aurora’s son exited early intervention services. The delay in his gross motor development was temporary. Today he has typical development. The meaningful screening assessment was instrumental in addressing Aurora’s concerns.

If you would like more information about screening, contact your local early intervention office. This book is also a helpful resource:

Bricker D, Macy M, Squires J, Marks K. Developmental screening in your community: An integrated approach for connecting children with services. Paul H Brookes Publishing, Baltimore, MD; 2013.

The Gift of Design: INTERACTIVE SENSORY BOOKS (Part III)

Enjoyment of a story can come in the physical way our senses experience a book. How our eyes, hands, and/or ears take in a story plays a part in how we feel about the book. I have listened to a lot of audio books on road trips. Sometimes the voice(s) reading the book is pleasing to my ears, and other times not so much. Some prefer digital books to paper, or vice versa. Readers have sensory preferences.

Children may also have a preference whether they are able to communicate it clearly or not. One author who created a sensory experience for kids is Dorothy Kunhardt. She wrote “Pat the Bunny” in 1940. Little ones can handle this small size book, turn thick pages, pat the bunny, scratch Daddy’s beard, put a finger in the finger, lift the peek-a-boo fabric, look in a mirror, turn a miniature book within the book, and smell the flowers. She was a pioneer in designing a genre of books for children that enhance interactions. Young readers have various sizes of paper or board books, and other book types too. Here are some others.

Shape Books- The average book is either a square or rectangle. Different shape books are also available. For young readers, a square shape book can be easier to hold and handle than other shapes. My daughter loves a book in the shape of a purse I bought her to match her Princess Sofia costume (Kelman et al., 2014). The purse has a handle that she likes to take with her places. The book links to her dramatic play. There are also stickers in the purse shaped book that provide yet another sensory element and interactive feature to the book. Another book with a unique shape is that of a dreidel (Kober, 2013). It is a board book and sing along for young children. Books of different shapes can be a fun way to learn concepts related to geometry and eye-hand coordination.

Cloth and/or Flap Books- Cloth books or quiet books give hands a different feeling than paper. It is a softer texture. Cloth books don’t make a crunchy sound like paper pages do when turning the page. The colorful and soft “Baby Love” (Magsamen, 2013) has a heartfelt message that young children can experience when they lift flaps or handle the squares. Cloth books are great for nap times, story times, and anytime.

Waterproof Books- We love books so much in our house that we even bring them into the bath tub. A favorite bath book is a story about sharing called, “The Rainbow Fish” (Pfister, 1992). Nontoxic plastic enables children to bring their bath books to the pool, bath, beach, or any place where there is water.

Write & Wipe Books- Another interactive book for young children are the write and wipe books. Their fine motor skills will be encouraged while they engage with other features of this type of book. Make Believe Ideas Ltd. is a publisher creating these books (Lynch et al., 2014). Tip: keep an eye on children or you might end up with ink on your walls. Just saying….

Pop-up Books- A variety of books are available for children that pop-up. The book becomes an interactive experience when objects propel from the pages or the gutter – inside of the book. DK Publishing has a series called, “Pop-Up Peekaboo!” The peekaboo colors book by Sirett and Calver (2013) is awesome for talking about cognitive concepts with children.

Finger Puppet Books- Chronicle Books has a wide collection of small board books with a hole in the center where one may insert their finger into the back and experience the story in a unique format. For example, in “Little Dolphin” (Van der Put, 2012) a blue finger puppet pokes out of the cover. By putting a finger in the opening, the puppet moves. My daughter has the bumble bee and giraffe books. These books are great for taking a picture walk and letting the child create their own story with the finger puppet and illustrations.

Design elements that create an interactive and sensory experience for children can be found in shape, cloth, waterproof, write-and-wipe, pop-up, and finger puppet books. Children delight when books come to life! Happy reading—and touching, smelling, seeing, hearing, and feeling!

10 Months Old with board book

Literature Cited

Kelman, M., & the Disney storybook art team (2014). Sofia’s purse. New York: Disney Press.

Kober, S. (2013). Dreidel, dreidel, dreidel! New York: Cartwheel Books.

Kunhardt, D. (1940). Pat the bunny. New York: Harcourt.

Lynch, S., Ede, L., Abbott, J. A., & Fennell, C. (2014). Write and wipe ABC. Nashville, TN: Make Believe Ideas Ltd.

Magsamen, S. (2013). Baby love. New York: Little, Brown and Company.

Pfister, M. (2000). The rainbow fish. New York: North-South Books Inc.

Sirett, D., & Calver, S. (2013). Colors pop-up peekaboo! New York: Dorling Kindersley Publishing.

Van der Put, K. (2012). Little dolphin: Finger puppet book. New York: Chronicle Books.

The Gift of Design: GUTTER (Part II)

In this three part series, I am exploring design elements in children’s picture books. I wrote about endpapers last week. This week I want to get my mind in the gutter—of a book.

The gutter is the center of a book. Most books have it. The space between the binding and the text or illustration is where you will find the gutter. Readers tend to ignore the gutter unless there is something unusual about it.

One book where the gutter is central to the plot is, “This Book Just Ate My Dog!” Richard Byrne is a genius, because he incorporates the gutter of the book in such a clever way.

In his story, a girl named Bella takes her dog for a walk. The dog disappears into the book gutter. Other things and people start to disappear into the gutter also. Then a mysterious letter shows up instructing YOU the reader to turn the book and shake. The shaking releases everyone and everything from the book.

His use of endpapers supports the story. Byrne has objects and words right side up on the endpapers in the front of the book, and then upside down endpapers at the back of the book.

To enjoy a book’s layout, play gutter games with children when you read. My daughter and I like to play the following game with the gutter:

I select a letter or picture from the left and/or right page(s) we have open, but I do not tell her what it is. I will give her a clue. I say something like, “I’m thinking of a letter that makes the /k/ sound. It has fallen out of the book. Do you know what letter? Where did it go?” Then she guesses the letter and determines where it went.

Breathe life into your story time routines by playing with the layout of a book. The book gutter can be used to play a game, or it can be part of the story the author or you make up. Exercise your mind and young readers will experience an adventure during your story time together.

Literature Cited

Byrne, R. (2014). This book just ate my dog! New York: Henry Holt and Company.

The Gift of Design: ENDPAPERS (Part I)

There are food stylists, hair stylists, and fashion stylists. I have a gift stylist in my family! Whenever I receive a birthday, Christmas, Mother’s Day, or “just because” present from my mother-in-law it is a gorgeous masterpiece. She told me once, “Part of the gift is the presentation.” She once designed packages and wrapped fancy gifts for VIPs in Beverly Hills. Her expression of creativity and knack for design is expressed in her gift styling. She has a keen eye for design.

Gift styled by Marsha Macy; photo courtesy of photographer Gail Kulp

Design elements are also found in children’s picture books. Like my mother-in-law’s gifts, picture books are works of art. They are objects of beauty, they entertain, and they contain several elements of design. In this series, I will share some ways to enjoy book design with children. Today’s topic is about: ENDPAPERS.

When you open a picture book, the first thing you’ll see are the endpapers. This is your invitation into the book. “Come on in,” they say. Just like the wrapping paper on a present, the motif tells a story. For example, we select specific wrapping paper for the occasion - like the birth of a baby girl in the picture above.

Endpapers serve a function by supporting the spine of a book. The design of endpapers can be functional and aesthetic. Interesting images, color, and/or patterns can help tell the story contained inside. Here are six books with interesting endpapers:

“Stellaluna” has a variety of bat sketches. We see a bat: flying solo and with other bats, hanging on a tree branch upside down with other bats, looking in the hollow of a downed tree, flying into a cave, sleeping upside down, playing hide-and-seek with another critter in reeds, caring for a baby bat, fishing in water while hanging onto reeds, fighting an adversary. Hanging fruit with bites taken are also tidbits that support the storyline.

“The Day the Crayons Quit” has colorful crayons sprinkled on the front and back endpapers.

“Olivia Forms a Band” has a white background with big red polka dots.

“Oh, the Places You’ll Go” has a person entering a maze. The path is yellow and lined with green grass. There are some mountains on the horizon in this Dr. Seuss classic (and perennial favorite for graduation gift giving).

“How to Babysit a Grandpa” has 8 drawings by the grandchild that are affixed to a green background by tape and pushpins. Here are the grandchild’s drawings: Grandpa skipping along a path toward a house, Mom & Dad waving near a car with a cat in the foreground, Grandpa and grandchild jumping, Grandpa and grandchild playing a game, Grandpa and grandchild eating ice cream and cookies, Grandchild doing acrobats while grandpa claps, Grandpa and grandchild at the seashore, Grandchild stands in the doorway as Grandpa walks away from the house, down a path, and waving good bye. The parents are waving too from the window.

“How to Babysit a Grandma” has 7 snapshots/photographs in the front endpapers: Grandma and granddaughter are surrounded by shoes with a camera in the left corner of the foreground playing shoe shop, Granddaughter playing shadow puppets, dog licking Granddaughter, Grandma running after the dog, dog wearing bows, Granddaughter and Grandma hugging, and dog with slippers. There are 8 snapshots/photographs in the back endpapers: Grandma and granddaughter are playing a game with their hands, Granddaughter is wearing a disguise, Grandma rolled up in a carpet with granddaughter and dog laughing, the two are dancing and doing karaoke, food on a plate in the shape of a smile, the two are going down a slide, Grandma is relaxing on a couch with granddaughter and dog in tow, and ducks.

Recognize design elements and have an intentional conversation about the endpapers the next time you sit down with a child to experience a picture book. Do the endpapers do more than simply support the architecture of the book? Are the endpapers part of the story? Is your book experience enhanced as a result of the endpapers? What do you like/dislike about the presentation? Enjoy the gift of design represented in the endpapers used in picture books.

Literature Cited

Cannon, J. (1993). Stellaluna. New York: Harcourt.

Daywalt, D. & Jeffers, O. (2013). The Day the Crayons Quit. New York: Philomel.

Falconer, I. (2006). Olivia Forms a Band. New York: Simon & Schuster.

Geisel, T. S. (1990). Oh, the Places You’ll Go! New York: Random House.

Reagan, J., & Wildish, L. (2012). How to Babysit a Grandpa. New York: Alfred A. Knopf.

Reagan, J., & Wildish, L. (2014). How to Babysit a Grandma. New York: Alfred A. Knopf.

Picture with Santa?

I thought we were just getting the obligatory Santa picture with the cousins. What I got was so much more than just a picture with Santa for the photo album! My sister-in-law was looking for a place for us to take the kids when we all met up in Arizona for the Thanksgiving holiday. Her online search turned up an event at the Fairmont Scottsdale Princess.

A must see event is waiting for you at this luxurious resort in Scottsdale during the holidays. The sixth annual "Christmas at the Princess" is a fun evening for people of all ages from November 19th to January 3rd. There are signature activities you won’t want to miss in the seven areas of the resort.

#1- The Enchanted Plaza

When you enter the resort, you will be enchanted with holiday lights, decorations, and holiday characters. Princess Noel awaits you when you arrive. She sits in front of her castle and greets guests. You can even have a picture with her if you’d like.

Princess NOEL

As you enter the Enchanted Plaza, a 4-story musical tree is illuminated. The tree has 70,000 LED lights that dance to 14 holiday songs. The festive music is synced up with the spectacular light show depicting a variety of images. The hotel is also dressed to look like a gingerbread house. The animated light show will entertain guests of all ages. My three year old daughter gave us an impromptu dance recital while we hung out in front of the tree. At 6pm and 9pm there is a 5-minute show projected on the face of the building.

#2- Nativity Garden

The Nativity Garden is on the Northwestern side of the resort. There is an 88-foot light show that tells the story of Christmas to music. Seating is available. You might be able to catch a glimpse of Peppermint Penguin when you walk along the path between the Nativity Garden and the Lagoon of Lights. He passes out peppermint candies to visitors. Peppermint Penguin is Princess Noel’s best friend. He too poses for pictures, signs autographs, and entertains guests.

#3- Lagoon Lights

Festival of Lights can be enjoyed as you walk along, or take a train ride, the shoreline of the lagoon. There is a pirate ship, dragon, Santa fishing from a row boat, and much more.

#4- Kringle’s Korner

A truly unique experience is available in Kris Kringles’ Korner. Outdoor ice skating in the desert can be enjoyed on a 6,000 square foot skating rink. Rent the skates and twirl around on real ice.

Rinkside Firepit Rentals surround the skating rink. Edible treats, beverages, and blankets provide a cozy way to view the ice skating.

Some of the proceeds from desert ice skating are given to COX Charities which award grants for children’s educational programs. Three other charitable giving opportunities at the Princess Festival are: Toys for Tots, Dream City Mom’s Pantry, and Charity Water.

#5- Feliz Navidad Plaza

Santa is waiting in the Feliz Navidad Plaza to take a picture with you. The Fairmont Princess has several gift shops and concession stands throughout the resort. There is a "Christmas Shoppe" at Kris Kringle’s Korner next to the ice skating rink if you are in the mood for retail therapy.

 #6- Princess Express Train Depot

Choo! Choo! The Princess Express will take you in style throughout the resort. You will be au courant from your post on the train. All aboard!

 #7- S’mores Land

There are seven campfire pits throughout S'mores Land where you can warm up (it does get chilly at night in the desert). A concession stand has everything you need to make DIY s'mores. They also sell 3-D glasses where you can see images when you look into the holiday lights. Grandma bought my daughter the ones with Santa.

Carousel at S'mores Land

We saw Elfie the Selfie, an energetic and friendly elf, when we were on the Venetian-themed carousel. He can be found photo bombing or vamping for pictures in S’mores Land or the Princess Express Train Depot areas. A petting zoo had a pot belly pig, 2 alpacas, sheep, and goats the night we were there.

At the end of the night, we had dinner at the Ironwood American Kitchen at the Princess. My steak sandwich was delectable, but my favorite was the herb fries. La Hacienda, Toro Latin Restaurant & Rum Bar, and the Bourbon Steak are the other restaurants at the resort. There are plenty of other things to do at the Fairmont. "Breakfast with Santa and Friends" will be held on December 19th. Christmas day brunch, Christmas dinners, and New Year’s Eve dinners can be had at one of the signature resort restaurants. On New Year’s Eve, there will be a Great Gatsby themed party. On my list for next year will be a visit to the Well & Being Spa. I can’t wait to do this again! “Christmas at the Princess” is now a tradition in our family.

Contact Information:
7575 East Princess Drive
Scottsdale, AZ85255
480.585.4848
www.scottsdaleprincess.com

Every Mommy Purse Tells a Story

My purse contains items I never dreamed possible before I was blessed with offspring – like food crumbs! These menacing particles from Goldfish crackers seem to be forever at the bottom of my bag no matter how often I clean it. Other evidence that "my purse" (hybrid container for my relics and pseudo diaper bag even though my child has been potty trained for over a year now) no longer belongs to me are the presence of: a juice box, a brown banana, a cereal bar, size 3T underwear, and entertainment essentials like crayons and coloring books.

Sometimes I feel like a Sherpa schlepping all this stuff around. I wonder what other people think when they see me at a store getting my wallet out. I’m now the person I once avoided in lines. You know the one – she who sifts through a myriad of objects in order to get to the money. By the time I’m done with a transaction in a store, you could have gotten your car washed and a full tank of gas. My purse-onality has changed since becoming a Mama.

In 1971, Rod Stewart and Ron Wood wrote a song with the title, “Every Picture Tells a Story.” The lyrics at the end of the song repeat the phrase:

 “…every picture tells a story, don’t it?”

Growing up I heard this song on the radio and was confused about the lyrics... what does a “donut” have to do with a "picture?" This song was not an advertisement for Krispy Kreme, Winchell’s, Tim Horton, or Dunkin Donuts. Rather, Stewart and Wood posed the question: do pictures tell a story? Their curiosity (and classic song) is timeless. It got me wondering… do purses tell a story about us?  If you are a Mom, your purse probably tells a story about you. The story of our lives can also be found in the financial trail we leave.  

Picture this! We can obtain a snapshot of our own financial story by ordering a credit report. Here we can see a picture of our financial health and well-being. The following companies offer credit reports once a year for free: Experian, TransUnion, and Equifax. Annualcreditreport.com in an online resource to get started.

Read your story! Consider it a healthy checkup. Look for any abnormal activity. Using all three free companies for a credit report can be a method for corroborating information told with each story. The reports are not necessarily going to be identical since each company may be receiving different data.

Identity theft is something that can be prevented, or ameliorated if detected early by simply being aware of what is in the credit report. Look for unknown accounts as a way to monitor identity theft. Make copies of credit card(s) and store in secure location in case cards are stolen or lost. Additionally, when making purchases online, or releasing personal information, be sure to use the TRUSTe symbol, www.secure.//, and https//.

How do we make sense our stories? A credit score is one way to interpret credit-worthiness. If a lender wants to lend you money, they are going to read your story and look for a score. A score of 720 is good. While the credit report is free (once a year), the credit score is not.

The acquisition and use of credit cards shows up in a credit report. The Annual Percentage Rate (APR) consists of the annual rate, service fee, and loan fees. An APR of 16.99% is better than say 24.35%.

Compare APR to save money on credit. It is also possible to ask lenders if they could reduce the percentage rate (see the Fair Credit Billing Act). If you are bombarded by credit card offers, you can register with the national do not call list and opt out of credit card offers (credit reporting agencies) (888) 5OPTOUT, 567-8688, and Do Not Call Registry 888-382-1222. Manage credit card(s) by being aware of what is owed, APR, due dates for payment, and contact information.

Protect your personal information, Mama! Look for warning signs someone has stolen your identity. Prevention, early detection, and having a plan are ways to address identity theft. If you are the victim of identity theft, the following steps will help you solve the problem. First, contact your local law enforcement. Second, report the crime to the Federal Trade Commission at ftccomplaintassistant.gov. They keep a national database of identity crimes. Third, contact all three credit reporting agencies (i.e., Experian, Equifax, and Transunion) and report the theft to their fraud departments. You may want to freeze your credit card accounts. Last, contact the fraud hotline at the Social Security Administration- 800-269-0271.

A lack of awareness of one’s financial story can cost an arm and a leg. I heard on a radio talk show once that the origin of this expression came before cameras when people sat for portraits painted by an artist. The costumer would pay more money for the portrait when more limbs were included in the painting. So a portrait of someone’s face would be cheaper than a portrait that also included an arm. I wonder what it would cost for a portrait painted of someone devouring a Boston, vanilla crème with chocolate icing holding her “Mommy purse”? Priceless.

Pile-ology

I first noticed my daughter hitting her Pile-ology milestone at 30 months of age when one day she removed all the toys from a toy box to create a pile on the bedroom floor. She studied her pile. She touched her pile. She smiled at her pile. 

Then she grabbed as many things from her pile as would fit in her tiny arms and moved her toys from her bedroom to the living room where she continued to marvel at the pile she created. 

Starting around two years, toddlers begin doing something I call: Pile-ology.  During play, the child experiments with size and quantity concepts. Pile-ology is the study of piles. Children gather quantities of items, with diverse shapes and sizes, from one location and transfer them to study in another location.

This type of play does not seem to be practice for a future career at Mayflower or Graebel Van Lines - as far as I can tell. The Swiss theorist, Dr. Jean Piaget, studied his own children. I can imagine Dr. Piaget sitting in a sandbox with a clipboard, observing his children at play, and recording every movement. The Piagets must have had amazing scrapbooks and family records. I'll bet he was able to answer questions like, "Dad, how old was I when I first used a pincer grasp, said my first word, started pulling to stand, or making piles?"

If you happen to notice your child engaging in Pile-ology the next time he or she is at play… no need to panic or call hoarders anonymous. Pile-ology is a typical milestone. Your little scientist is trying to make sense of this marvelous world we live in.

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!