Recently, a mum in my practice asked me how to help her children "Go Green." There are many excellent books on green-living. Ms. Gregory wrote an article on Suite 101 in 2006 with links for Kids who want to Go Green. It's a great start!
Let me know what Green resources you love.
Lynne
Green Kids Online
Resources for Teaching Children Green Habits
© Shirley Siluk Gregory
Dec 18, 2006
A guide to Websites designed to teach children about green and healthy living, biodiversity and protecting natural resource.
If you’re looking for ways to help your child understand the importance of green living habits, consider bookmarking some of these instructive Websites designed especially for kids:
A Walk in the Woods, created by the University of Illinois Extension Service, aims to help third- through fifth-graders students “gain an appreciation of nature.”
http://www.urbanext.uiuc.edu/woods/
Adventures with Bobbie Bigfoot provides an interactive quiz to help kids understand how food choices, transportation choices and more affect a person's ecological footprint.
http://www.kidsfootprint.org/index.html
AIRNow for Kids is part of the U.S. Environmental Protection Agency's Air Quality Index pages. It features two sections to help kindergarteners and first-graders, as well as 7- to 10-year-olds, learn more about pollution and their local air quality.
http://airnow.gov/index.cfm?action=aqikids_new.main
Be Different, Live Different, Buy Different, Make a Difference is a youth-targeted site created by the World Wildlife Fund and the Center for a New American Dream. Its aim is to “to help young people learn how they can make a difference by buying differently.”
http://www.ibuydifferent.org/about_us.asp
Biodiversity: Everything Counts!, part of the American Museum of Natural History's Website, offers a guide to close-to-home biodiversity, even for kids who live in cities.
http://ology.amnh.org/biodiversity/index.html
EcoKids is Earth Day Canada's environmental Website for kids. It features online games, links for homework help and contests, as well as printable resources for parents and teachers.
http://www.ecokids.ca/pub/index.cfm
EEK!, created by the Wisconsin Department of Natural Resources, offers information to help youngsters recycle, conserve water, plant trees and learn about nature.
http://www.dnr.state.wi.us/org/caer/ce/eek/index.htm
EERE Kids, part of the U.S. Department of Energy's Energy Efficiency and Renewable Energy Web pages, links kids to information about solar energy, alternative fuels, energy efficiency tips and more.
http://www.eere.energy.gov/kids
The EPA's Environmental Kids Club, while not the most appealing or user-friendly site, includes lots of features: games about recycling, information about endangered species, a guide to reducing greenhouse gases, an Earth Day activity book and more.
http://www.epa.gov/kids/
Green Teacher, though not specifically directed at children, offers resources for teachers who want to improve their students' environmental awareness.
http://www.greenteacher.com
KidsHealth, a site run by the The Nemours Foundation's Center for Children's Health Media, provides extensive information for kids on eating well, staying healthy, exercise, illnesses and the challenges of growing up.
http://www.kidshealth.org/kid/
The National Institute of Environmental Health Sciences Kids' Pages offers a wide selection of nature- and science-oriented games, brainteasers, stories and downloadable coloring books about the environment, jokes and more.
http://www.niehs.nih.gov/kids/home.htm
The National Resources Defense Council's Make Waves! section features information on how to protect oceans and wildlife, a guide for eliminating environment and health problems in schools, and links to other green-oriented Websites for kids
http://www.nrdc.org/makewaves/
The National Wildlife Federation's Kids and Families site includes ideas from kids and adults about how to enjoy the outdoors, a Green Hour blog on the importance of letting kids play outside, a guide to gardening for wildlife, and information on subscriptions to the National Wildlife Federation's children's magazines.
http://www.nwf.org/kids/
The San Diego Natural History Museum's Kids' Habitat site includes illustrated guides to California's reptiles and amphibians, arthropods and marine life.
http://www.sdnhm.org/kids/index.html
The U.S. EPA's Website also features a section designed to help kids learn about chemical they might find in their homes.
http://www.epa.gov/kidshometour/
Monday, June 18, 2007
Tuesday, June 12, 2007
Telly The Tattle -Tale: Children Learn Through Stories and Metaphor
TELLY THE TATTLE-TALE (AND HOW SHE LEARNED TO BE QUIET)
Telly, her mother, and her little brother Roger were on their way home from school. "Roger forgot his pencils today," said Telly.
"Hush up, Telly," said Roger, blushing. But their mother still scolded him. Telly smiled.
Later, the family was sitting around the table enjoying dinner. "Roger's just pushing his peas around," said Telly.
"Hush up, Telly," said Roger, quickly dropping his fork. But their parents still scolded him. Telly smiled.
Later, the parents went upstairs to read while the kids went to their rooms to work on their homework. "Roger's playing video games and not working," said Telly.
"Hush UP, Telly!" shouted Roger, unplugging the video game. But their father still came in to scold him. Telly smiled a big, wide, smile, and then went back to work on her own assignment.
She was working on a watercolor for art class. It was going to be the biggest, best watercolor any kid had ever turned in, and she was sure to get a gold star on the school Good Behavior chart for it--maybe even two. She imagined herself putting the stars up on the chart, the eyes of all the other children on her. She closed her eyes and reached out her skinny finger to place the star--and her hand knocked the cup with the dirty paint water right onto the carpet.
She opened her eyes, looked down, and moaned: there was a big green puddle, soaking right into the carpet! Then she looked up and moaned again, because there sat Roger in the doorway, a huge smile on his face.
Roger would tell her parents about the puddle. Then it would be Telly who got scolded, and Roger who would get to smile. Her parents would call the school, and they would cross her name right off of the Good Behavior chart with a fat, black marker--no gold stars for her ever again. She felt herself starting to cry.
But suddenly, there was Roger, a big roll of paper towels in his hand. He dropped two paper towels over the puddle and waited. Before long, the green had soaked up into the towels. Then Roger picked up the towels and, like magic, the puddle was gone and the carpet was clean. Roger went back to his own room without a word.
The next night at dinner, they had peas again. Roger was pushing them around on his plate instead of eating them, and Telly opened her mouth to tell on him. And then she remembered the green puddle on the floor, and how frightened she had been--and how Roger hadn't told on her, when he had the chance. Instead of telling on him, she turned back to eating her own peas. But on her mouth was a smile. It was a bigger smile than her usual one, bigger and nicer, somehow.
Telly, her mother, and her little brother Roger were on their way home from school. "Roger forgot his pencils today," said Telly.
"Hush up, Telly," said Roger, blushing. But their mother still scolded him. Telly smiled.
Later, the family was sitting around the table enjoying dinner. "Roger's just pushing his peas around," said Telly.
"Hush up, Telly," said Roger, quickly dropping his fork. But their parents still scolded him. Telly smiled.
Later, the parents went upstairs to read while the kids went to their rooms to work on their homework. "Roger's playing video games and not working," said Telly.
"Hush UP, Telly!" shouted Roger, unplugging the video game. But their father still came in to scold him. Telly smiled a big, wide, smile, and then went back to work on her own assignment.
She was working on a watercolor for art class. It was going to be the biggest, best watercolor any kid had ever turned in, and she was sure to get a gold star on the school Good Behavior chart for it--maybe even two. She imagined herself putting the stars up on the chart, the eyes of all the other children on her. She closed her eyes and reached out her skinny finger to place the star--and her hand knocked the cup with the dirty paint water right onto the carpet.
She opened her eyes, looked down, and moaned: there was a big green puddle, soaking right into the carpet! Then she looked up and moaned again, because there sat Roger in the doorway, a huge smile on his face.
Roger would tell her parents about the puddle. Then it would be Telly who got scolded, and Roger who would get to smile. Her parents would call the school, and they would cross her name right off of the Good Behavior chart with a fat, black marker--no gold stars for her ever again. She felt herself starting to cry.
But suddenly, there was Roger, a big roll of paper towels in his hand. He dropped two paper towels over the puddle and waited. Before long, the green had soaked up into the towels. Then Roger picked up the towels and, like magic, the puddle was gone and the carpet was clean. Roger went back to his own room without a word.
The next night at dinner, they had peas again. Roger was pushing them around on his plate instead of eating them, and Telly opened her mouth to tell on him. And then she remembered the green puddle on the floor, and how frightened she had been--and how Roger hadn't told on her, when he had the chance. Instead of telling on him, she turned back to eating her own peas. But on her mouth was a smile. It was a bigger smile than her usual one, bigger and nicer, somehow.
Sunday, June 3, 2007
What Makes A Family Strong?
After enjoying ten days visiting with family, sharing meaningful moments with friends and their families, and learning how to express gratitude daily, I started thinking, "What makes a family strong?"
Several times this holiday we enjoyed the company of a very special family. The husband and wife were committed and loving. They spoke kindly to one another and the emotional tone at their family gatherings was one of enjoyment, sharing and relaxation. We ate slowly, we drank slowly, we kicked the soccer ball, then we played four square. The conversation ambled, it just walked where it wished, which was so enjoyable. Their daughter was full of glee. There was a natural ease about this family.
I did a spot of research when I got home and found a summary that is interesting.
See if you agree. Do you feel that these characteristics make a family strong?
What makes your family bonded, loving and strong?
What do you want to improve in order to make your family healthier and stronger?
What Makes a Family Strong?
Lucy Schrader, Building Strong Families Program Coordinator,
University of Missouri, Human Environmental Sciences Extension
Researchers believe that a combination of traits makes a family strong rather than just one single characteristic. Strengths come from how family members interact with each other, how they treat one another, and what families do as a group and as individuals to support the adults and children in the family.
In the August 2002 Child Trends Research Brief, researchers looked at family strengths data from two national surveys and found that adolescents and parents reported:
Being close to each other
Feeling concern and caring for one another
Interacting with each other
Their information suggests that the more strengths a family has, the better off the children will be. The researchers found a relationship between the following strengths and positive outcomes for children.
Strengths related to what families do:
1. Positive mental health in parents.
Children whose parents say that they feel calm, peaceful or happy are more likely than other children to be positively involved in school and less likely to act out or have emotional problems.
2. Everyday routines.
Families that tend to have regular routines and roles usually have children who do well in school and have greater self-control. Keeping these everyday routines (like eating together and doing household tasks) is associated with positive outcomes for adolescents. They are more likely to avoid delinquent behavior and less likely to use drugs.
3. Spending time together.
Having fun with one's family is related to better outcomes for adolescents. Again, adolescents are more likely to avoid delinquent behavior and less likely to use drugs. Quality time is important for happiness in family relationships.
4. Communication and praise.
Positive communication (being warm, respectful and interested in a child's opinions) is associated with the well-being of children. Two-way communication can encourage healthy behavior in adolescents.
Adolescents who have parents that use praise and who go to their parents for advice are less likely to have behavioral and emotional problems.
5. Monitoring, supervision, and involvement.
When parents use praise and encouragement, show awareness and monitor adolescents' schoolwork and social life, their children tend to do better in school and show more socially positive behaviors.
Interesting....Be strong.
Several times this holiday we enjoyed the company of a very special family. The husband and wife were committed and loving. They spoke kindly to one another and the emotional tone at their family gatherings was one of enjoyment, sharing and relaxation. We ate slowly, we drank slowly, we kicked the soccer ball, then we played four square. The conversation ambled, it just walked where it wished, which was so enjoyable. Their daughter was full of glee. There was a natural ease about this family.
I did a spot of research when I got home and found a summary that is interesting.
See if you agree. Do you feel that these characteristics make a family strong?
What makes your family bonded, loving and strong?
What do you want to improve in order to make your family healthier and stronger?
What Makes a Family Strong?
Lucy Schrader, Building Strong Families Program Coordinator,
University of Missouri, Human Environmental Sciences Extension
Researchers believe that a combination of traits makes a family strong rather than just one single characteristic. Strengths come from how family members interact with each other, how they treat one another, and what families do as a group and as individuals to support the adults and children in the family.
In the August 2002 Child Trends Research Brief, researchers looked at family strengths data from two national surveys and found that adolescents and parents reported:
Being close to each other
Feeling concern and caring for one another
Interacting with each other
Their information suggests that the more strengths a family has, the better off the children will be. The researchers found a relationship between the following strengths and positive outcomes for children.
Strengths related to what families do:
1. Positive mental health in parents.
Children whose parents say that they feel calm, peaceful or happy are more likely than other children to be positively involved in school and less likely to act out or have emotional problems.
2. Everyday routines.
Families that tend to have regular routines and roles usually have children who do well in school and have greater self-control. Keeping these everyday routines (like eating together and doing household tasks) is associated with positive outcomes for adolescents. They are more likely to avoid delinquent behavior and less likely to use drugs.
3. Spending time together.
Having fun with one's family is related to better outcomes for adolescents. Again, adolescents are more likely to avoid delinquent behavior and less likely to use drugs. Quality time is important for happiness in family relationships.
4. Communication and praise.
Positive communication (being warm, respectful and interested in a child's opinions) is associated with the well-being of children. Two-way communication can encourage healthy behavior in adolescents.
Adolescents who have parents that use praise and who go to their parents for advice are less likely to have behavioral and emotional problems.
5. Monitoring, supervision, and involvement.
When parents use praise and encouragement, show awareness and monitor adolescents' schoolwork and social life, their children tend to do better in school and show more socially positive behaviors.
Interesting....Be strong.
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