Kid Time

The Children’s Book Review | April 2, 2019

From January through March, these are the board books of 2019 that we love the most … so far!

Here’s what you can expect: Lovely ABCs illustrated by beloved author-illustrator Leo Lionni, a supersized and interactive board book filled with first words from US newcomer Clever Publishing, little life lessons delightfully shared, and You Are Light—the board book everyone is buzzing about from Caldecott Honor–winner Aaron Becker.

A Little Book About ABCs

Written and Illustrated by Leo Lionni

Publisher’s Synopsis:A new board book for the youngest fans of Leo Lionni–inspired by his bestselling books and perfect for baby showers and anyone looking for an alphabet book to help teach the little ones in their lives the ABCs!

Discover alligators, beautiful butterflies, chunks of cheese, and lots more in this delightful alphabet book inspired by the works of legendary children’s book author-illustrator Leo Lionni. With sturdy pages and colorful collage-style artwork, this ABC board book is perfect for boys and girls ages 0 to 5.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 0-3 | Publisher: Random House Books for Young Readers | January 15, 2019 | ISBN-13: 978-0525582281

Pride Colors

Written by Robin Stevenson

Publisher’s Synopsis: Through gentle rhymes and colorful photographs of adorable children, Pride Colors is a celebration of the deep unconditional love of a parent or caregiver for a young child. The profound message of this delightful board book is you are free to be whoever you choose to be; you’ll always be loved.

Celebrated author Robin Stevenson ends her purposeful prose by explaining the meaning behind each color in the Pride flag: red = life, orange = healing, yellow = sunlight, green = nature, blue = peace and harmony, and violet = spirit.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 1-3 | Publisher: Orca Book Publishers | March 12, 2019 | ISBN-13: 978-1459820708

All Kids Are Good Kids

Written by Judy Carey Nevin

Illustrated by Susie Hammer

Publisher’s Synopsis: This sweet board book celebrates different types of children that have one important thing in common: they’re all good kids—and every kid is one of a kind.

Tall kids, short kids,
Build a pillow fort kids.

Shy kids, glad kids,
Love to belly laugh kids.

No two kids are alike and this charming story celebrates those special differences that make kids both unique and similar. Judy Carey Nevin’s bouncing text paired with Susie Hammer’s brilliant and bright art proves that while children may appear to be different, they also enjoy many of the same things. It’s these shared differences and similarities that make every kid one of a kind.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 2-4 | Publisher: Little Simon | March 12, 2019 | ISBN-13: 978-1534432048

Touchy the Octopus Touches Everything

Written by Ame Dyckman

Illustrated by Alex G. Griffiths

Publisher’s Synopsis: Help little ones learn to look but not touch in this third story in the adorable Wee Beasties series from New York Times bestselling author Ame Dyckman.

Touchy the Octopus LOVES to touch the things he loves. But sometimes, he touches everything.

WAIT! Can you show Touchy how to look but not touch?

Wee Beasties is a board book series from New York Times bestselling author, Ame Dyckman, featuring silly animals doing the things they love just a little TOO much.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 2-4 | Publisher: Little Simon | March 19, 2019 | ISBN-13: 978-1534410824

The Big Book of First Words

Edited by Clever Publishing

Illustrated by Margarita Kukhtina

Publisher’s Synopsis: The Clever Big Book of First Words is filled whimsical illustrations that keep preschoolers eager to learn! The pages are packed with look and find activities that help children identify everyday objects and understand the world around them.  The sturdyoversized board book format is perfect for home and the preschoolclassroom. Interactive pages include prompts to help children learn first words, build vocabulary, and keep littlelearners engaged. Early readers will be entertained as they search the colorful illustrations for people, places, and things!

Be sure to check out The Big Book of Counting to 100, too!

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 3+ | Publisher: Clever Publishing | March 26, 2018 | ISBN-13: 978-1948418560

You Are Light

Written and Illustrated by Aaron Becker

Publisher’s Synopsis: With a wondrously simple die-cut book, the Caldecott Honor–winning creator of the Journey trilogy brings his talents further into the light.

This is the light that brings the day.

Open this beautiful book to find a graphic yellow sun surrounded by a halo of bright die-cut circles. Now hold the page up to the light and enjoy the transformation as the colors in those circles glow. In an elegant, sparely narrated ode to the phenomenon of light, Aaron Becker follows as light reflects off the earth to warm our faces, draws up the sea to make the rain, feeds all the things that grow, and helps to create all the brilliant wonders of the world, including ourselves.

Order a Copy Now: Indiebound | Amazon | Barnes and Noble

Ages 4-8 | Publisher: Candlewick Studio | March 26, 2019 | ISBN-13: 978-1536201154

For more of the best new board books for kids, follow along with our articles tagged with Best Kids Books Of 2018 and Board Books.

FRPC again brought in a stock of The Family Tree Italian Genealogy Guide: How to Trace Your Ancestors in Italy, by Melanie D. Holtz, and we’re running a 20% off sale on the volume during the annual Cyber-Week. The book is just $21.59, Reg. $26.99. Click on the illustration or links to order. While supplies last!

Learn how to discover your Italian ancestors with this comprehensive guide to using Italian records and genealogy websites. This guide teaches you how to find your ancestors in Italian census and birth, marriage and death records, plus how to use Italian maps and understand Italian-language records.

Say “ciao” to your Italian ancestors! This in-depth guide will walk you through the exciting journey of researching your Italian famiglia both here and in Italy. Inside, you’ll find tips for every phase of Italian genealogy research, from identifying your immigrant ancestor and pinpointing his hometown to uncovering records of him in Italian archives.

Whether your ancestors hail from the island of Sicily or the hills of Piedmont, The Family Tree Italian Genealogy Guide will give you the tools you need to track your family in Italy.

The Family Tree Guide to Italian Genealogy Guide: How to Trace Your Family Tree In Italy; by Melanie D. Holtz; 2017; Soft Cover; 7×9; Perfect Bound; ISBN: 978-1-4403-4905-8; Item #: IG06

The Family Tree Italian Genealogy Guide features:

• Basic information on starting your family history research, including how to trace your immigrant ancestor back to Italy
• Strategies for uncovering genealogy records (including passenger lists, draft cards, and birth, marriage, and death records) from both the United States and Italy, with annotated sample records
• Crash-course guides to Italian history, geography and names
• Helpful Italian genealogical word lists
• Sample letters for requesting records from Italian archives

You’ll love The Family Tree Italian Genealogy Guide if…

• You just discovered Italian heritage in your family tree and want to know how to learn more about your ancestors
• You’ve hit a brick wall in your Italian research and need some new leads and techniques
• You’re fascinated by Italian culture and history want to know more

Here are some tips you’ll find in The Family Tree Italian Genealogy Guide:

• Ask the living. If you have family members living in Italy, don’t hesitate to ask them about mystery documents. They can often provide great insight into why these records were created.
• Control your borders. As you research, be careful with Italian towns near current provincial or regional borders. You may find they belonged to a different province or region at one time. Tracking the movements of the documents in these situations can sometimes be difficult. However, the provincial archives for the areas in question should give you some guidance.
• Consider the geography.The physical features of your ancestors’ homeland can often tell you more about them and why they made the decisions they did. For example, one of my ancestors came from a small town in Sicily called Isnello. After finding the birthplace address for this ancestor and viewing a topographical map of the cliffside neighborhood, I could better understand why she felt right at home against the mountainside in Pittsburgh.

About The Author: Melanie D. Holtz

Melanie D. Holtz, CG is a full-time professional genealogist and owner of Lo Schiavo Genealogica, an international business that maintains offices in both the United States and Italy. She travels frequently to Italy, expanding her skills in genealogy, history, and language. In 2010, Melanie became a board-certified genealogist and has worked as a professional genealogist for fourteen years. Her love of travel and the Italian language played a large part in the vocation she chose.

Melanie lectures and writes on Italian genealogy, dual citizenship, professional development, and genealogical standards. She’s written courses for the Virtual Institute of Genealogical Research, Family Tree University, and the National Institute of Genealogical Studies. Melanie lectures around the country to various Italian organizations, historical societies, or at genealogical conferences.

As a former board member for the Association of Professional Genealogists (APG) and chair of APG’s Professional Development Committee, she was an advocate for professionalism within the field of genealogy, mentorship, and expanded educational offerings within the organization. Melanie is also a co-administrator of the Virtual Institute of Genealogical Research, a business that offers Institute quality genealogical education using a virtual platform.

Contents of the The Family Tree Italian Genealogy Guide:

Introduction

Part 1: Linking Your Family Tree to Italy

• Chapter 1: Discovering Your Italian Heritage
• Chapter 2: Jump-Starting Your Italian Research
• Chapter 3: Identifying Your Immigrant Ancestors

Part 2: Getting to Know the Old Country

• Chapter 4: Understanding Italian History
• Chapter 5: Understanding Italian Geography
• Chapter 6: Deciphering Italian: Language, Names, and Surnames

Part 3: Tracing Your Family in Italy

• Chapter 7: Civil Records
• Chapter 8: Church Records
• Chapter 9: Census and Taxation Records
• Chapter 10: Notarial Records
• Chapter 11: Military Records
• Chapter 12: Other Records

Part 4: Advanced Sources and Strategies

• Chapter 13: Putting It All Together: Case Studies
• Chapter 14: What to Do When You Get Stuck
• Appendix A: Publications and Websites
• Appendix B: Italian Provinces and Archives
• Appendix C: Sample Letters to Request Records
• Appendix D: Italian Genealogical Word Lists

The Family Tree Guide to Italian Genealogy Guide: How to Trace Your Family Tree In Italy; by Melanie D. Holtz; 2017; Soft Cover; 7×9; Perfect Bound; ISBN: 978-1-4403-4905-8; Item #: IG06

As mums, it is difficult for us to even think of leaving our children for a moment to take a breather — what more leaving child alone at home without supervision? Of course, we feel the discomfort and guilt knowing that we cannot be physically there with them (and very strongly).

But we could be faced with an emergency or even an unexpected business meeting, amongst various reasons. Sometimes, it is inevitable. 

So how should we tackle such a situation then? 

When no eyes are on them, you can’t help but worry. But with planning and practice, you can help instill confidence in the both of you! | Source: File photo

Leaving Child Alone At Home: What You Need To Consider

While we are doing this, not only are we adapting to a slightly different routine, our kids are, too. If handled well, it can be a positive experience for them. And in the future, we know that we can expect them to be more confident and independent if such a situation were to arise again. 

Some things to consider as well as preparations you can make beforehand:

1) Are they ready?

Know when your child is ready to handle being home alone — yes, age is a factor but it all boils down to the individual, and even their maturity

That said, we should never leave kids younger than 10 years old home alone. We acknowledge that every child is different, but at that age, most kids don’t have the maturity and skills to respond to an emergency if they’re alone.

Protip for parents: Age should never be the baseline for judgement to leaving child alone at home. Younger kids could be more ready to tackle it than you think and older kids could be more afraid than you know.

2) Have you spoken to them about it yet?

Perhaps you could start bringing it up and gauging how receptive they are to the idea. But your best bet is to do some planning and a couple of trial runs with them. 

Even if you’re confident about your child’s maturity, it’s wise to make some practice runs, or home-alone trials, before the big day.

Protip for parents: Let your child stay home alone for 30 minutes to an hour while you remain nearby and easily reachable.

When you return, discuss how it went and talk about things that you might want to change or skills that your child might need to learn for the next time.

3) Who can you trust to look out for your child?

Think about the area where you live (are your neighbours one to be trusted and will look out for your child in times of need and emergencies? do you live in a busy or quiet vicinity?)

4) How does your child handle various situations?

Here are some questions to ponder about to help you better assess if they are ready to tackle being home alone:

1. Does your child show signs of responsibility with things like homework, household chores, and following directions?
2. How does your child handle unexpected situations? Does your child stay calm when things don’t go as planned?
3. Does your child understand and follow rules?
4. Can your child understand and follow safety measures?
5. Does your child know basic first-aid?
6. Is your child able to use good judgment?
7. Does your child follow your instructions about staying away from strangers?

Dealing With Unexpected Situations: Leaving Child Alone At Home

Help them learn to protect themselves. | Source: Pixabay

What about handling unexpected situations then? What are some things to make sure your child knows before leaving child alone at home?

Important points to note:

• When and how to call for emergency (995 for emergency ambulance; 999 for police) and be sure that they know what address information to give the dispatcher
• How to work the home security system, if you have one, and what to do if the alarm is accidentally set off
• Teaching your kids how to lock and unlock doors
• How to operate the microwave 
• Using the phone/cellphone 
• How to turn lights off and on
• What to do if:
  • there’s a small fire in the kitchen
  • the smoke alarm goes off
  • a stranger comes to the door
  • someone calls for a parent who isn’t home
  • there’s a power outage

Regularly discuss some emergency scenarios — ask what your child would do if, for example, he or she smelled smoke, a stranger knocked at the door, or someone called for you while you’re gone.

If you’re still worried, there are some basic skills such as First Aid your child could take up that could come in handy during an emergency. It is an important life skill that everyone, even five to 12-year old children, can and should learn.

Organisations such as Singapore Emergency Responder Academy (SERA) provides first aid courses for kids where they will learn how to seek help and be familiar with the first aid box, amongst others.

And Finally… The Time Before Leaving

Here are some practical steps you can follow to make the transition smoother for the both of you once you have decided that your child is ready to stay home alone: 

1) Schedule time to get in touch

• Let them know when you will call. Is it going to be right after school or will you call home to check in?
• Don’t leave them guessing your availability. Let them know when you are unable to answer a call.
• Create a list of friends your child can call or things your child can do if they are lonely.

2) Set ground rules

The key is not just to set them but making sure that your child knows and understand them. 

Some rules you can consider (especially for older children):

• Having a friend or friends over while you’re not there
• Rooms of the house that are off limits, especially with friends
• TV time and types of shows
• Internet and computer rules
• Kitchen and cooking (you might want to make the oven and utensils like sharp knives off limits)
• Not opening the door for strangers
• Answering the phone
• Getting along with siblings
• Not telling anyone he or she is alone

3) Stock up 

• Everyday goods and emergency supplies 
• Healthy foods for snacking in the kitchen
• Leave a precise dose of any medicine your child needs to take

Take caution: Never leave medicine bottles out as it could lead to an accidental overdose or ingestion, especially by younger siblings.

4) Childproof your home

What’s a potential hazard? Keep them away from your kids when you’re away. | Source: File photo

This is heard commonly and especially for younger kids, this is just another reminder that no matter how well your child follows rules, it is advisable to secure anything that could be a health or safety risk.

Lock them up and put them in a place where kids can’t get to them, such as:

• Alcohol
• Prescription medicines
• Over-the-counter medicines that could cause problems if taken in excess, like sleeping pills, cough medicine, etc.
• Tobacco
• Car keys
• Lighters and matches
• Wires 

And You’re All Set!

Post important phone numbers — yours and those of friends, family members, the doctor, police, and fire department — that your child might need in an emergency.

But with all of that preparation, planning and practice — as you would like to call it — you are slowly helping the both of you to get comfortable to leaving child alone at home. 

And it doesn’t necessarily mean it is a bad thing!

Source: KidsHealth

If you enjoyed reading this article, we know you’ll like these too:

Beware of hidden dangers in your baby’s nursery

6 safety features every parent should look out for when buying a car

Why maternal grandmothers play a special role in grandchildren’s lives

Your iOS device isn’t just for work – you can add tons of fun and recreation with sound effect apps, too! The App Store is loaded with choices to enchant (or annoy) nearly every age group. Check out these sound effect apps for the very young and for all ages. We’ve also included a list of apps that are really tough to categorize and a collection of holiday-themed sound effect apps. Enjoy!

Just for Youngsters

Laugh & Learn Animal Sounds

Fisher-Price – Free

Here’s an app for the very young that will positively delight your baby or toddler. Developers recommend it for children aged six months and older. In its interactive mode, the app will respond to jiggles and pokes, which of course are just the way babies will play.

The app also has a learning mode where four animals are shown and the baby must touch the one that matches the sound. There’s even a celebration mode that plays delightful animal music and sounds that are  sure to make baby dance.

iTunes

As we come to the end of 2018, we are grateful for our long-term readers of this blog as well as those of you who started reading this year, especially those who have subscribed to the Joy for the Next Generations e-newsletter.

We thought both long-term and new readers might appreciate a roundup of the 5 most read posts from this past year. We hope these can provide fresh encouragement for you as you prepare for 2019.  

One thing that is sure and unshakable: God is ultimate in a child’s salvation. His sovereign grace will have the final say, not our efforts nor a child’s immature mind and heart. But we can better serve our children and students by applying wise discernment when we share the gospel with them.

It may feel like an overwhelming idea: keeping your children of all ages with you in church. But it is not only possible, it is rich with promise; and likely not as hard a transition as you might fear.

Are you looking for something to occupy your children through the long, cold winter days? One answer is to give the gift of great books! One such book is The Prince’s Poison Cup by R. C. Sproul.
[Along with this post, our friends at Ligonier offered our blog readers a free digital edition (epub and mobi) of The Prince’s Poison Cup using the coupon code TRUTH78 and that offer is still good through December 31st.]

There are times and situations where digital may be preferred and beneficial. But in the classroom and for our children’s personal study and devotions, I believe the printed Word is preferable. Even if you use a digital device to prepare your lesson, I would encourage you to read from a printed Bible in the classroom and encourage your students to do the same.

While acknowledging our utter dependence on God to bring about understanding and transformation, we can give children some tips that may help them experience the rich benefits of God’s Word.

The wonderful differences between boys and girls present unique opportunities to reach them for Jesus.

The Pink

Sugar and spice, and all that’s nice; And that’s what little girls are made of.

Today’s girls will argue that they are more than sugar and spice—much more. More girls today are treading new territories that were once thought to be extreme for girls, such as playing organized athletics or becoming astronauts. Today’s girls are more confident and outgoing than in previous generations.

The pressures have escalated for today’s young female population. Girls are bombarded with sexual images in the world of entertainment. And with girls maturing physically at an earlier age, sometimes as young as 7, these sexual messages are confusing. Girls are looking for a place to belong where they can feel special without the pressure of outward appearances or popularity. Girls need to know that Jesus loves them unconditionally.

What Girls Want

1. Girls want beauty and glamour.

Some girls may try out the entire makeup case, while others are content with just the lip gloss. Girls want to be noticed, and thankfully, today’s glamour can be found in non-traditional venues like the women’s World Cup soccer team.

Unfortunately, secular society has taken advantage of this area, and girls are often drawn to wear clothes like their favorite pop music stars—clothing that’s often too mature. They’re under great pressure to act and look older than they are. They watch television and movies where sexual content is the status quo, and they’re at risk of growing into their teen years thinking this kind of behavior is to be expected rather than rejected.

What to do: Accessorize inner beauty.

Teach girls that true beauty comes from within. Conduct a class for preteen girls on inner beauty qualities and how to take care of their changing bodies. Teach them that God loves them for who they are and that he looks at their hearts for their inner beauty.

Point out good role models who exemplify this kind of beauty, such as American Idol winner Jordin Sparks or Olympic track star Sanya Richards. Compliment and assure girls when they display their inward beauty.

Welcome girls when they come to church because of who they are—not how they look. Avoid always choosing the outwardly lovely children for parts in a musical or to answer questions.

2. Girls want to shine.

Like boys, girls also want to succeed and be the best at something. Girls are succeeding in areas that have traditionally been set aside for boys to excel in, such as math, science, and sports.

There’s more pressure for girls to be successful. The pressure to succeed can develop a perfectionist attitude that can make girls susceptible to dangerous practices such as eating disorders or promiscuous behavior. Our culture tells girls that they can do anything, but sometimes this translates into the notion that they can do it all. Girls often feel pressure to be the best in many areas at the expense of precious downtime.

What to do: Help girls focus.

Assure girls that they can excel, but caution them that they don’t need to do it all. Provide opportunities for girls to be successful through games that help them master tasks. Lead girls in serving the community where success is measured by someone else’s gain. Provide girls-only outings where girls can have fun and develop relationships. Provide mentors who can discuss girls’ personal pressures and can steer them toward making positive decisions.

3. Girls want to nurture.

This is how girls are biologically wired; the nature to nurture kicks in. Whether it’s caring for a doll in the housekeeping center or doting on a friend who’s crying over the latest crisis, girls want to care for and fix what’s broken. Even at a young age, girls instinctively know the significance of what it means to bond with something or someone they care about.

What to do: Nurture their nature.

Give girls opportunities to care for others by having them feed a classroom fish or go on a monthly outing to a local nursing home. Teach girls about the art of caring for others, and commend them in their efforts to help fix problems.

Some girls have absent mothers, either physically or emotionally, and these girls need not only to mother but also to be mothered. Provide female mentors whom girls can learn from and talk to. Teach about mothers in the Bible and the roles they played in history. Make your church a place where girls are cared for and have their needs met.

4. Girls want intimacy.

Michael Gurian in his book The Wonder of Girls says, “The hidden yearning in every girl’s and woman’s life [is] to live in a safe web of intimate relationships.” Girls need to feel close to friends, family, teachers, or mentors. Some desire physical intimacy by craving hugs, while others long for deep, meaningful conversation. Girls thrive in a community, a group of girls with common interests and goals.

Danger looms for girls when they don’t receive the intimacy they need, because they begin to look for it in inappropriate peer groups or relationships. And broken friendships can leave lasting scars of rejection and mistrust when girls cast individuals out of friend groups.

What to do: Help girls connect.

Help girls form friendships at church. Make your ministry a safe environment where girls can talk without being judged. Help kids appreciate one another’s differences. Provide girls-only small groups, and invite high school girls to share with girls about friends and relationships. Teach girls about experiencing an intimate relationship with God through prayer, worship, and Bible study.

5. Girls want to be loved.

Just as girls want intimacy, girls also desire to love and be loved. Girls typically express their love more freely than boys, either in words or actions.

For a girl, a loving relationship with her father or significant male adult is crucial as she grows up. Girls will base future relationships with the opposite sex on the relationships they experience with their dads. Girls are very observant and need guidance from positive role models to show them the true meaning and expression of love.

What to do: Make matches for girls.

Provide positive male role models whom girls can trust and relate to. Model how to give and receive love as you love girls unconditionally. Teach girls that true love isn’t what’s often portrayed on television and in today’s music. Dr. David Wall, director of psychological services for Remuda Ranch Programs for Anorexia and Bulimia in Wickenburg, Arizona, says, “Loving them with a passion is not an ironclad guarantee…But a loved daughter—one who sees the love, feels the love, hears the love and experiences the love—will not quickly succumb to the illusions of the world.”

Tell girls the amazing love stories of the Bible and about the love relationship that God intended between a man and woman. Help girls strengthen their relationships with their dads by hosting a dad and daughter dinner or a night out bowling. Most importantly, help girls know that the most intimate and loving relationship they’ll ever experience is the one they can have with God.

The Blue

Snaps and snails, and puppy-dogs’ tails; And that’s what little boys are made of.

The age-old cliché says that “boys will be boys,” but what exactly does that mean in today’s society? What does it mean to be a boy today? With a deluge of new books regarding raising boys, it seems that many people are trying to find the answer to that question.

The world has changed for boys. Our culture has gone from using an iron hand to groom boys into responsible men to helping young men find their sensitive sides. Our culture values boys and girls as our hope for the future, but that value can stress out boys with its seemingly unreachable expectations.

The saying “boys will be boys” is an important one for us as we seek to effectively minister to boys. As we better understand what boys need, we can introduce them to the aspects of the Christian life that appeal to their boyishness. To ignore who they are, though, sets us up for certain failure.

What Boys Want

1. Boys want to build and conquer.

Watch boys as they play video games. Their mission: To conquer and beat the level they’re playing. They’re relentless as they play for hours on end, and they search books and Web sites for strategies to help them conquer the game. They’ll do anything to win.

Boys want to know they have what it takes to one day be men. John Eldredge, in his book Wild at Heart, writes, “It’s not a question—it’s the question, the one every boy and man is longing to ask. Do I have what it takes? Am I powerful? Until a man knows he’s a man he will forever be trying to prove he is one, while at the same time shrink from anything that might reveal he is not.”

What to do: Meet boys’ conquering need.

Help boys build, succeed, and master by offering opportunities to accomplish important tasks. Have boys paint an elderly church member’s home. Play games in your ministry that encourage teamwork or allow boys to beat their own scores. Teach them about people in the Bible who succeeded, such as Joshua or David. Talk about the successes of Christian role models, such as the St. Louis Rams’ Aeneas Williams or dc Talk’s Michael Tait. Celebrate boys’ successes, whether boys make the school basketball team or bring a math grade from a C up to a B.

2. Boys want to be brave.

I recently observed a group of preschool boys pretending to be firefighters. A cat sat at the top of the slide, and they rushed up the ladder as the imaginary flames were about to close in on the defenseless animal. One little boy scooped the cat into his arms and slid down the slide to safety—a self-proclaimed hero.

What to do: Bolster boys’ courage.

Teach boys how to stand strong in their faith. Provide boys with the tools they need, such as putting on the armor of God or being part of an accountability group, to live out their faith throughout the week. Discuss issues of good versus evil and how boys can be on the good side. Give boys opportunities to solve problems by using biblical truths to conquer tough life situations.

In their attempts at bravery, though, boys feel a great deal of responsibility and stress, even at a young age. Pressure to get good grades, to excel in athletics or music, and to behave appropriately are all part of life for boys. So provide opportunities for boys to let off steam in a pressure-free environment; this means providing an activity just for boys, such as tackling a ropes course or playing a game of laser tag. Have boys talk with male mentors and each other about the struggles they face. Let them know that bravery includes putting their trust in God.

3. Boys want the “gross-factor.”

Face it—nothing brings a bigger smile to a boy’s face than a supersonic burp or the opportunity to play in the mud. Today’s media and toy manufacturers have discovered that marketing gross products is a quick way to the young male consumer’s pocketbook. Candy makers serve up gummy snot and earwax candy to eager boys who have pockets full of cash to spend on these yucky items.

What to do: Gross ’em out.

Teach Bible truths using slime, messy science experiments, or stories like the bug problem during the plagues. Let preschool boys play with shaving cream or finger paint. Remember that everything we do at church doesn’t need to have a deep spiritual meaning to it; sometimes just having fun, laughing, and being silly can minister to the boy who needs a place to belong.

4. Boys want adventure.

And they want someone to share the adventure with. Boys need to feel part of a clan, even if the clan includes only one other boy. The adventure may be as simple as a night in a tree fort or as complex as installing a new engine in a go-cart. Boys appreciate knowing the rules of the adventure they’re embarking on and want the opportunity to venture as far as they can without violating the boundaries.

Through their adventures, boys need to have the opportunity to lead and follow. They need assurance that when one adventure ends, another one is just around the corner. Boys need to feel challenged and know that they’re up to the task that awaits them.

What to do: Be their adventure guide.

It’s important that boys understand that the Christian life is the greatest adventure. Instead of stifling the boisterous enthusiasm of a boy on an adventure, give him the chance to talk about it. Boys need to share their stories. Use scavenger hunts, dramas, or movie clips to reveal adventures in the Bible. Let boys work together in groups, but provide guidance so they know their boundaries. Boys enjoy challenges, so stretch them with opportunities to be the classroom greeter or help organize teams for a game. Take preteen boys backpacking in the wilderness or to rock-climbing gyms.

5. Boys want to be loved.

In his book, Real Boys, William Pollack, Ph.D., says, “The fact is that boys experience deep subliminal yearnings for connection—a hidden yearning for relationship—that makes them long to be close to parents, teachers, coaches, friends, and family. Boys are full of love and empathy for others and long to stay ‘attached’ to their parents and closest mentors.”

Boys need people they can trust and depend on. They desire relationships with adult role models who can show them the ropes and who can speak openly with them about their triumphs and concerns.

What to do: Connect with boys.

Provide positive male role models for boys through trusted adults who can give boys guidance and validation. Invite dads to be part of ministry events so they can share experiences with their sons. Express appropriate affection to boys with high fives or pats on the back. Show you care by remembering their birthdays or surprising them with doughnuts on a Sunday morning. Most importantly, let boys know they can experience a radical, unconditional love through Christ. Your passion to follow Christ will speak volumes to the boys who you want to grow in loving relationships with God.

Carmen Kamrath is the former associate editor for Children’s Ministry Magazine. Please keep in mind that phone numbers, addresses, and prices are subject to change.

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Title: All the Ways to be Smart
Author: Davina Bell
Illustrator: Allison Colpoys
Publisher: Scribble
Themes: diversity; talents; creativity; strengths; confidence; kindness
Age Range: early childhood – upper primary

Click on title links or cover image to purchase.

When the school principal asked me for a book to read at our final awards assembly last year, I immediately popped down to her office with my copy of ‘All the Ways to be Smart’ – and fortunately she was as enamoured with it as I am. It was the perfect book to read to an entire Junior School at an assembly celebrating ‘all the ways to be smart’ and it sent a strong message that as a school we value the individual strengths and unique talents of all our students.

In a world which too often seems to value a narrow view of ‘smart’, ‘All the Ways to be Smart’ is a flashing neon sign which says we must do otherwise. Its pages burst with vibrant colours and words which nurture confidence in individuality and describe all the ways in which you might be smart. This is a book to be poured over time and time again and read aloud often and with enthusiasm.

‘All the Ways to be Smart’ is the third book from Davina Bell and Allison Colpoys (‘The Underwater Fancy-Dress Parade’ – review here and ‘Under the Love Umbrella’) and together they really seem to create something utterly whimsical and magical. Their work has enormous child appeal but is also so well designed that I’m calling it home décor! I realised recently that Allison Colpoys was the designer on the Penguin classics I avidly collected; not to be read…just to be admired on my shelf. Books are totally home décor items in my world and you can read more about this gorgeous collection here.

Teachers’ Notes prepared by teacher Melissa Kroeger for Children’s Books Daily in context with the Australian Curriculum.

These notes are designed to be used in the home environment to extend a shared book reading experience with discussion and some ideas for follow up activities. They can also be used in educational environments where in depth study of text is undertaken.

Title: All the Ways to be Smart
Author: Davina Bell
Illustrator: Allison Colpoys

KEY CURRICULUM AREAS: 

GENERAL CAPABILITIES: 

DISCUSSION/STIMULUS: 

Pre-reading

1. Without showing the cover of the book to the students, tell them the title of the book ‘All the Ways to be Smart’.

• Ask them what do they think this means?
• What are ways to be smart?
• Do they have to be about achieving well at school? Reading? Writing? Maths? NO!
• Who’s good at swimming? Who’s good at running? Who’s good at drawing? Who’s good at computer games? Who’s good at being kind? Who’s good at helping?
• What are some ways that you are smart /or good that might be different to others?
• What do you think the book might be about?

2. Show the front cover to the students.

• The illustrator has drawn different children doing different things. What are they doing? Are these different ways to be ‘smart’? YES!
• Look at the colours the illustrator has used on the front cover. What colour do you see most of? What is the brightest colour used? What does that highlight?
• Why do you think the illustrator has used just some select colours?

3. Read the blurb on the back cover.

• What does it mean by ‘Smart is not just ticks and crosses’?
• Can you be a mermaid or ride a dragon? What would you need to do these things? IMAGINATION! What are some other things you can imagine?
• The blurb has rhyming words in it – re-read the blurb again accentuating the rhyming words. Ask the students what words rhyme? See if they can guess them as you read it – read ‘Smart is not just ticks and crosses, smart is building boats from … (hopefully they will all say ‘boxes’). Read ‘Painting patterns, wheeling wagons, being mermaids, riding … (and they will all say DRAGONS)
• Discuss that the book is full of rhyming words and what rhyming words are. Ask the students to tell you some like log and dog

Read the book

• Then re-read it, stopping at the rhyming word as practised above to see if the students can guess the word. Tell them to look at the illustrations to help them guess what the rhyming word is.

ENGLISH FOUNDATION YEAR

Content Description: ACELA1439 Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words

Elaboration:

• recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’
• identifying patterns of alliteration in spoken words, for example ‘helpful Henry’
• identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

1. Discuss what syllables are and demonstrate clapping them out. Clap out student’s names broken down into syllables ‘Em-i-ly’, ‘Da-vid’ etc.
2. Read out the text on page 2 and have them count the syllables on each line (7)

“Smart at drawing witches’ hats,
smart at gluing wings on bats”

3. Write on the board or have printed on a large piece of paper this:

I can’t wait to share with you

how smart I am the whole day through.

I’m smart at ____________ __________ ____________

smart at ____________ _____________ _____________

• discuss words that could go in the spaces
• discuss the rhythm it needs to follow
• discuss the seven syllables that are needed on each line
• Fill in the blanks with the students
• Have the students do their own on their own piece of paper. You could have pre-printed sheets with the above text on it so the students just need to fill in the blanks

Examples:

Smart at drawing crazy cats
smart at sitting on the mat

Smart at playing with a friend
smart at helping ouchies mend

Smart at jumping really high
smart at making yummy pie

Smart at swinging on the swing
smart at drawing anything

Smart at being a good mate
smart at never being late

Smart at balancing on a log
Smart at playing with my dog

4. Title:

• Discuss alliteration with the students to come up with a title for their poem: Marvellous Michelle, Daring Davina, Awesome Ari, Lucky Lucy etc.

5. Illustrations:

• Discuss that the illustrations on each of the pages on the books show what the text means, so therefore their illustration must represent their text.
• Have the students illustrate their Smart Poem using the same colours from the book – green, neon orange, peach, light blue, black and grey. Demonstrate if necessary with your shared poem.

Take it further:

By increasing the content accordingly, you could undertake the above lesson aimed at any primary age group. Prompting self-awareness and self-esteem by discussing shining qualities of learning within ones-self (and others) by either:

• group discussion of saying one good learning quality about themselves (and one good quality about another person)
• written on a piece of paper for own personal use or to share with a friend
• written on a piece of paper anonymously and given to the teacher to read out to the class

Discussion of this book and all things that individuals (and others) are successful to tie in with the Learning Continuum of Learning and Social Capability, Self-Awareness Element, under the Australian Curriculum.

LEVEL 1B SELF-AWARENESS ELEMENT

Sub-element: Understand themselves as learners

• Identify their abilities talents and interests as learners

LEVEL 2 SELF-AWARENESS ELEMENT

Sub-element: Recognise personal qualities and achievements

• identify and describe personal interests, skills and achievements and explain how these contribute to family and school life

Sub-element: Understand themselves as learners

• discuss their strengths and weaknesses as learners and identify some learning strategies to assist them

LEVEL 3 SELF-AWARENESS ELEMENT 

Sub-element: Recognise personal qualities and achievements

• describe personal strengths and challenges and identify skills they wish to develop

LEVEL 4 SELF-AWARENESS ELEMENT 

Sub-element: Recognise personal qualities and achievements

• describe the influence that personal qualities and strengths have on their learning outcomes

Source: https://childrensbooksdaily.com/review-teachers-notes-all-the-ways-to-be-smart/

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