TALKING ABOUT AUTISM

An expert’s answers on this important topic.
by Nancy Wiseman

Source : PARENTGUIDE News May 2006 (parentguidenews.com)

Q. Why is it so important to get early intervention?
A. The child who is missing the core developmental milestones for social relating, communicating and thinking is missing the building blocks for broader learning. The long-term effects can be devastating. And they go far beyond delayed speech or play skills. The mind and brain grow very rapidly during the first three years of life. This is a very critical time for developing these skills. The older a child gets, the harder it is to learn. But once you understand what core milestones a child may be missing, you know where to intervene. We have a much better understanding of how the brain works. Early on, the brain can adapt and find new pathways when the usual ones are blocked. Later on, it becomes more difficult to create these new pathways.
Studies have shown that children with autism who receive intense, early help enter their school years with higher IQs and less need for special education. Some can make remarkable progress and learn to socialize, communicate and think creatively, with none of the differences that would otherwise set them apart from their peers.

Q. So many parents rely on their pediatrician. What should a pediatrician’s role be?
A. While the role of the pediatrician is not to “diagnose” and “treat” a child with Autism Spectrum Disorder, his role is to monitor a child’s healthy development and to address concerns through the practice of routine developmental surveillance. Observation by itself is not enough, since developmental delays can be subtle and easy for the untrained eye to miss without the use of a validated screening tool. By making developmental surveillance and routine developmental screenings regular parts of office visits, the index of suspicion becomes heightened for physicians, helping them to sharpen their observations and to elicit better information about concerns from parents.
The most important way to monitor the healthy growth and development of a child is through an active partnership between parents and physicians. The pediatrician’s role is to observe, listen, screen and refer when a concern is raised. Later, after the child has been diagnosed, the pediatrician should make sure that the family is receiving the proper services, that there is follow up, that referrals for insurance are facilitated, and then ask how the family is coping and offer resources when appropriate.

Q. Tell me about your experience after your daughter was diagnosed?
A. Immediately following the diagnosis, I went into mission mode to understand the disorder and how to treat it. But I soon discovered hundreds of possible treatments and no one to help me navigate the process. I searched for the best developmental and biomedical specialists and asked them to join my daughter’s team. We developed a very comprehensive home-based program using the framework of the DIR/Floortime model, which consisted of six-eight Floortime sessions each day lasting 20-30 minutes apiece. Our program also included speech/language therapy, play therapy and occupational therapy three-four times per week, as well as many playdates with typical peer models. I enrolled Sarah in a full-time specialized school program with lots of structure and opportunities to explore and interact. Her biomedical treatment included dietary and nutritional interventions, as well as medication. Like many other children with autism, my daughter was later diagnosed with other co-morbid or overlapping disorders, including colitis, childhood bipolar, ADHD and PANDAS. My daughter has made profound progress over the years, thanks to early identification and intensive intervention.

Q. What is the most important thing you have learned from the road you have traveled?
A. Autism has changed my life in the most profound ways. Initially, it turned everything upside down and inside out. It tested me in ways that I never imagined. But my perspective and priorities changed quickly. As I embraced the diagnosis and accepted that it would change the course of my life forever, I knew this was the path in life I was meant to walk. Autism has not defined my daughter, nor has it changed her personality.

Q. What is First Signs?
A. First Signs, Inc. is a national non-profit organization dedicated to educating parents and pediatric professionals throughout the world to recognize and identify the “first signs” of developmental delays and disorders in early childhood, including autism. We focus on the critical and often overlooked aspects of development: social, emotional, communication and behavior. Our mission is to promote the best developmental outcome for every child through public awareness and education. Our goals are to improve early identification through a simple screening method, to facilitate timely referral of children to early intervention programs and to lower the age at which most children are diagnosed. It is possible to mitigate a full-blown disorder if you intervene early enough and, in some cases, children can become indistinguishable from typically-developing peers.

Q. Have your programs resulted in any change?
A. In a few short years, First Signs has helped to change policy, improve awareness and change pediatric practice in how we screen, refer and detect young children who are at risk for autism and other developmental disorders. To date, we have launched public awareness and training programs in New Jersey, Minnesota, Pennsylvania, Wisconsin, Alabama and Delaware. We have provided outreach to thousands of families and information to hundreds of thousands of individuals and organizations worldwide. First Signs has received requests to launch our program in more than 47 states and five countries.

Q. Why is there such a need for change?
A. According to the Centers for Disease Control and Prevention, one in six children has a developmental, behavioral or learning disability. Autism is the fastest growing developmental disorder in the U.S., affecting as many as one in 166 children. The average age of diagnosis is between 3 and 6, despite the fact that most parents feel there is something wrong by 18 months of age and are usually seeking medical assistance by 2 years. But what’s so startling is that fewer than 30 percent of primary care providers conduct regular standardized developmental screening tests and only about 18 percent of children who need early intervention services receive it.

Healthcare providers are the only professionals who have routine contact with all children prior to school entrance. They’re required by Medicaid and urged by the American Academy of Pediatrics to detect developmental and behavioral problems and refer children promptly to early intervention services. But, they lack the tools, the training and the time. Developmental screening and surveillance should be a routine part of every well visit.

Nancy Wiseman, founder and president of First Signs, Inc. and author of Could It Be Autism? A Parent’s Guide to the First Signs and Next Steps (Broadway Books), answers some important questions on the issue of autism.

TALKING ABOUT AUTISM

An expert’s answers on this important topic.
by Nancy Wiseman

Source : PARENTGUIDE News May 2006 (parentguidenews.com)

Q. Why is it so important to get early intervention?
A. The child who is missing the core developmental milestones for social relating, communicating and thinking is missing the building blocks for broader learning. The long-term effects can be devastating. And they go far beyond delayed speech or play skills. The mind and brain grow very rapidly during the first three years of life. This is a very critical time for developing these skills. The older a child gets, the harder it is to learn. But once you understand what core milestones a child may be missing, you know where to intervene. We have a much better understanding of how the brain works. Early on, the brain can adapt and find new pathways when the usual ones are blocked. Later on, it becomes more difficult to create these new pathways.
Studies have shown that children with autism who receive intense, early help enter their school years with higher IQs and less need for special education. Some can make remarkable progress and learn to socialize, communicate and think creatively, with none of the differences that would otherwise set them apart from their peers.

Q. So many parents rely on their pediatrician. What should a pediatrician’s role be?
A. While the role of the pediatrician is not to “diagnose” and “treat” a child with Autism Spectrum Disorder, his role is to monitor a child’s healthy development and to address concerns through the practice of routine developmental surveillance. Observation by itself is not enough, since developmental delays can be subtle and easy for the untrained eye to miss without the use of a validated screening tool. By making developmental surveillance and routine developmental screenings regular parts of office visits, the index of suspicion becomes heightened for physicians, helping them to sharpen their observations and to elicit better information about concerns from parents.
The most important way to monitor the healthy growth and development of a child is through an active partnership between parents and physicians. The pediatrician’s role is to observe, listen, screen and refer when a concern is raised. Later, after the child has been diagnosed, the pediatrician should make sure that the family is receiving the proper services, that there is follow up, that referrals for insurance are facilitated, and then ask how the family is coping and offer resources when appropriate.

Q. Tell me about your experience after your daughter was diagnosed?
A. Immediately following the diagnosis, I went into mission mode to understand the disorder and how to treat it. But I soon discovered hundreds of possible treatments and no one to help me navigate the process. I searched for the best developmental and biomedical specialists and asked them to join my daughter’s team. We developed a very comprehensive home-based program using the framework of the DIR/Floortime model, which consisted of six-eight Floortime sessions each day lasting 20-30 minutes apiece. Our program also included speech/language therapy, play therapy and occupational therapy three-four times per week, as well as many playdates with typical peer models. I enrolled Sarah in a full-time specialized school program with lots of structure and opportunities to explore and interact. Her biomedical treatment included dietary and nutritional interventions, as well as medication. Like many other children with autism, my daughter was later diagnosed with other co-morbid or overlapping disorders, including colitis, childhood bipolar, ADHD and PANDAS. My daughter has made profound progress over the years, thanks to early identification and intensive intervention.

Q. What is the most important thing you have learned from the road you have traveled?
A. Autism has changed my life in the most profound ways. Initially, it turned everything upside down and inside out. It tested me in ways that I never imagined. But my perspective and priorities changed quickly. As I embraced the diagnosis and accepted that it would change the course of my life forever, I knew this was the path in life I was meant to walk. Autism has not defined my daughter, nor has it changed her personality.

Q. What is First Signs?
A. First Signs, Inc. is a national non-profit organization dedicated to educating parents and pediatric professionals throughout the world to recognize and identify the “first signs” of developmental delays and disorders in early childhood, including autism. We focus on the critical and often overlooked aspects of development: social, emotional, communication and behavior. Our mission is to promote the best developmental outcome for every child through public awareness and education. Our goals are to improve early identification through a simple screening method, to facilitate timely referral of children to early intervention programs and to lower the age at which most children are diagnosed. It is possible to mitigate a full-blown disorder if you intervene early enough and, in some cases, children can become indistinguishable from typically-developing peers.

Q. Have your programs resulted in any change?
A. In a few short years, First Signs has helped to change policy, improve awareness and change pediatric practice in how we screen, refer and detect young children who are at risk for autism and other developmental disorders. To date, we have launched public awareness and training programs in New Jersey, Minnesota, Pennsylvania, Wisconsin, Alabama and Delaware. We have provided outreach to thousands of families and information to hundreds of thousands of individuals and organizations worldwide. First Signs has received requests to launch our program in more than 47 states and five countries.

Q. Why is there such a need for change?
A. According to the Centers for Disease Control and Prevention, one in six children has a developmental, behavioral or learning disability. Autism is the fastest growing developmental disorder in the U.S., affecting as many as one in 166 children. The average age of diagnosis is between 3 and 6, despite the fact that most parents feel there is something wrong by 18 months of age and are usually seeking medical assistance by 2 years. But what’s so startling is that fewer than 30 percent of primary care providers conduct regular standardized developmental screening tests and only about 18 percent of children who need early intervention services receive it.

Healthcare providers are the only professionals who have routine contact with all children prior to school entrance. They’re required by Medicaid and urged by the American Academy of Pediatrics to detect developmental and behavioral problems and refer children promptly to early intervention services. But, they lack the tools, the training and the time. Developmental screening and surveillance should be a routine part of every well visit.

Nancy Wiseman, founder and president of First Signs, Inc. and author of Could It Be Autism? A Parent’s Guide to the First Signs and Next Steps (Broadway Books), answers some important questions on the issue of autism.

BABY TALK

How to understand babies' needs before they can speak.
by Priscilla Dunstan

Source : PARENTGUIDE News November 2007 ( parentguidenews.com)

A s a parent, one thing you will remember for life is the first time you meet your baby. And from the moment you first hold, speak and care for your baby, you are communicating how much you love your little bundle.

Still, being a new parent is hard. You’re sleep deprived, sore, hormonal and terrified of making a mistake. You desperately want your baby to grow into a confident, well-adjusted and happy child. However, what you actually encounter with your baby doesn’t match the latest parenting books or your ideals.

My son slept for the first few days. But, when I got him home from the hospital the crying started. Though I wanted to communicate to my son that he was safe, loved and would be cared for, I was sure the message was getting lost in translation because my son cried all the time.

Because I believed his cries had meaning, I set out to try and decipher them. After a lot of trial and error— not only with my own baby, but with hundreds of others— I discovered a phonetic sound based on reflexes that was heard within a baby’s cry. This meant that parents would be able to understand whether their baby was hungry, tired, gassy, uncomfortable or in need of a burp, purely by listening to their baby’s cries. This understanding can begin the day a baby is born.

I discovered babies had a voice that could be easily understood by their parents. Following is some insight about my findings.

Neh: I’m hungry
An infant uses the sound reflex “neh” to communicate hunger. The sound is produced when the tongue is pushed up on the roof of the mouth and the sucking reflex is triggered.

Owh: I’m sleepy
An infant uses the sound reflex “owh” to communicate that he or she is tired. The sound is produced much like an audible yawn.

Heh: I have discomfort
An infant uses the sound reflex “heh” to communicate stress, discomfort or that he or she needs a fresh diaper. The sound is produced by a response to a skin reflex, such as feeling sweat or itchiness on the behind.

Eairh: I have lower gas
An infant uses the sound reflex “eairh” to communicate flatulence or an upset stomach. The sound is produced when trapped air from a belch is unable to release and travels to the stomach, where the muscles of the intestine tighten to force the air bubble out.

Eh: I need to burp
An infant uses the sound reflex “eh” to communicate that he or she needs to be burped. The sound is produced when a large bubble of trapped air gets caught in the chest and tries to release out of the mouth.

Your baby doesn’t have to be crying loudly to give clear information. In fact, pre-cry sounds may even be more informative.

Gestures, cries and facial expressions all play a roll in helping you to comprehend your baby before he or she can speak. Aside from listening for the tired word when your baby may be fatigued, notice if the infant’s movements have become jerky. This generally indicates overtiredness and that the baby needs to be coaxed off to sleep. Infants may also have their eyes half closed and an open “yawny” mouth.

When infants are hungry, they often snuffle around their mothers’ breasts and make sucking motions (some parents say like a fish).

A baby with gas most defiantly pulls up his legs and wriggles around. His face tends to get red and his tongue is flattened down in his mouth.

Babies needing to burp generally have surprised looks, and their necks tend to move slightly back.
As a baby becomes older, he starts copying parents’ sounds and gestures, which is why it’s important that parents talk and interact with their infants as much as possible.

Infants make their early attempts at words and gestures by cooing, gahing, hand sucking and squeezing their fists to gesture for a bottle. You can encourage this development by mirroring back the sound or behavior your infant makes. This can occur during you and your child’s playtime— further strengthening the bonding experience. Record what sounds and gestures your baby creates to help you decipher patterns and what your infant wants to express.

Holding your baby is also important. Holding a baby helps him feel loved and safe. The motion of rocking back and forth reminds a baby of his time in the womb, and being held up against your heart lets baby hear the familiar sound of your rhythm. Caressing their faces as they fall asleep is fantastic for babies too excited by the world to easily fall asleep.

Babies with a lot of gas need to be held upright as much as possible. This action presents a great time to communicate your willingness to always be there. Similarly, rubbing and patting their backs helps babies burp as well as comforts by emulating the rhythmic feel of the womb.

Babies love to be cuddled and look up at the faces of those who love them. As a parent, you provide baby’s first food, shelter and friend.

To start life with your parents’ smiling faces is a wonderful thing, and I believe it communicates a sturdy support system to aid facing the world. Usually when you are holding your child in your arms and smiling at him, you see your baby’s first of many smiles.

Babies continue to mimic your facial expressions and be acutely aware of your moods by the tone in your voice. Babies begin to copy your speech with “goos” and “gahs.” It’s important, therefore, to interact verbally with your baby as well as visually. Often when infants are upset, the mere sound of your calm voice talking or singing may soothe them.

Communication is not just about understanding what your baby’s cries mean— it’s also about answering those needs in a nurturing way. Interact with your baby through touch, words and facial expressions. Nobody knows your baby as well as you do, and although books, videos and friends may advise, it is ultimately you, the parent, who watches over baby every day.

Remember: You will understand baby in time. Be patient with yourself and your baby. Watch, listen and trust that your baby wants to communicate with you. After all, you are the most important person in your baby’s life.

Priscilla Dunstan is publishing two new books on infant communication that will be out in early 2008. These books further delve into the communication between parents and children and discuss sealing the parent-child bond after the toddler years. Dunstan is also currently working on a new DVD series with some of the leading pediatricians in the field, in which she is conducting research studies on child behavior and parenting styles. Dunstan is also working on improving government health systems as they relate to children, and she recently opened The Priscilla Dunstan Research Center in Sydney.

PROTECTING YOUR FUTURE

Why new parents need life insurance.
by Vikki L. Pryor

Source : PARENTGUIDE News 2003/2004 (parentguidenews.com)

Having a family is a rewarding experience that brings new financial considerations.

As a new parent, life insurance can help you plan your future and give your child lifelong security in the event that something unforeseen happens and you are no longer around to provide the support your family needs. Life insurance plays an important role in financial planning and is a starting point for building a secure and prosperous future. One of the main reasons for life insurance is to provide income replacement to your loved ones if you die. If you select a policy that builds cash value, it may provide money to help with temporary needs for emergencies.

New parents should carefully choose their beneficiary designations before or after a child’s birth, and update them as needed. By naming beneficiaries, you will ensure funds are available immediately if you die; otherwise, they may flow into the estate, which may result in delays and further expenses.
Consider the financial impact on your family after the newborn arrives:
• Are maternity/paternity benefits available from your employer?
• How will cash flow be affected if only one parent works full-time?
• How will a new baby affect household expenses?
• Can you save for the child’s future?
Life insurance can help you plan for the future and may help provide financial stability for your dependents. If you buy life insurance in your 20s or 30s, you may find that premiums are lower than they may be when you are older.
The Different Types of Life Insurance. The two basic types of life insurance are term life and whole life.
• Term life offers coverage for a specific period of time, and may be renewed without additional proof of good health. Term life is an attractive option for young families buying life insurance for the first time. Premiums are initially more affordable, though they may increase with each renewal.
• Renewable and convertible policies have features that may make premiums more costly. A renewable term life policy allows you to renew at the end of the term. The premium may increase each time you renew, but there are term products available that maintain the same premium for many years. A convertible term life policy offers the option of converting your term insurance into whole life insurance. These policies allow you to upgrade to a permanent whole life policy that builds up cash value, a feature that is not found in term life policies.
• Whole life offers permanent coverage and lifelong protection. As long as you pay the premium due, the policy will remain in force. Whole life offers cash value that increases over time, with premiums that will not increase and death benefits that will not decrease (note: loans against a policy will reduce the death benefit amount by the sum owed).

Stay in good health. Life insurance premiums can vary and several factors can influence premium rates, including the amount and type of coverage; age, gender, health and lifestyle choices; and family medical history. Premiums may be higher if you are overweight, smoke or have a medical problem, because to an insurance company, these characteristics may make you a greater risk.

Shop around before you make a decision. Before you purchase a policy, ask around for recommendations and research various companies. Look at a company’s history of paying claims, customer service standards and how easy it is to do business with them. Obtain quotes from several companies before making a final decision.

How much insurance should you obtain? The amount of insurance you need will depend on your personal circumstances. Some factors to consider are whether your spouse works, if there is another family member you provide for, if you have a mortgage and whether your combined savings (including certificates of deposit and investments) add up to less than two years of household income.

Select an affordable policy. You should select a policy that meets your needs at an affordable and competitive premium. Calculate how much cash and income your dependents will need when you die. A good way to determine the correct amount is to add up all of your current and future obligations and then subtract your assets. A quicker way to get a general idea of your needs is to multiply your salary by five. Using this formula, a person who earns $60,000 annually will need approximately $300,000 in insurance. As this will vary among individuals, an insurance company representative can review your situation to help set the correct policy amount for you.

Update your policy periodically. It is important to update your life insurance policy periodically to reflect the changes that occur at different stages of your life. This should be done with the birth of each child or whenever a new, major debt is acquired, such as the purchase of a new home.
Tell your family about your policy. Your family members must be aware of your policy and know where to find important paperwork in order to claim death benefits. Typically, to claim life insurance death benefits, a copy of the death certificate and a statement from the beneficiary is needed; however, the requirements will vary from company to company.

You will enjoy peace-of-mind knowing that you have taken steps to help provide for your new family.

Vikki L. Pryor is president and CEO of SBLI USA Mutual Life Insurance Company, Inc., a financial services company which, together with its subsidiaries, is licensed in 49 states, the District of Columbia, the U.S. Virgin Islands and Puerto Rico. The company has more than $17 billion of insurance in force, $1.5 billion in assets, $120 million in surplus capital, 250 employees and over 400,000 customers.
(c)2005 SBLI USA Mutual Life Insurance Company, Inc., New York, N.Y. 10001

Inspire Your Child To Succeed

How music improves academic performance.
by Marie Castronuovo Ascolese

Source : PARENTGUIDE News September 2007 ( parentguidenews.com)

If you want your child to succeed academically, try music lessons. Scientific studies show that music education, particularly piano lessons, positively impacts math skills like pattern recognition and fractions and science skills like pitch, timbre and acoustics. Music lessons also ignite language development, physical education and creativity.

Research Says
The National Educational Longitudinal Study, directed by the United States Department of Education, has reported that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As and Bs was higher than the percentage of nonparticipants receiving those grades. These findings are supported by a study performed over a ten-year period by Dr. James Catterall. Catterall found that regardless of socioeconomic background, music-making students got higher marks on standardized tests, such as the SATs and reading proficiency exams, compared to those with no music involvement.

The advantages of music education extend beyond the academic arena. Students who participated in band or orchestra reported the lowest current and lifetime use of dangerous substances, including alcohol, tobacco and illicit drugs, according to the Texas Commission on Drug and Alcohol Abuse Report. Students who participated in arts programs in selected New York City elementary and middle schools show significant increases in self-esteem and thinking skills, reports the National Arts Education Research Center of New York University. And based on a study done by McGill University, self-esteem, pattern recognition, musical skill and mental representation scores improved significantly for students receiving piano instruction.

Keep in mind, however, while the benefits of music education are well-established, motivating your child to play music can be a daunting task. Music education requires commitment, and a desire to learn and improve. Parents and instructors must work together to make music lessons and practice sessions appealing and fun.

Advice from the Professionals
Find a competent piano teacher who clicks with your child. Ask what method of teaching will be used and to which professional organizations the instructor belongs. Observe a lesson and watch the interaction between your child and the instructor.

After teaching the basics, will the instructor teach your child the style of music he or she wants to play? Maria Claps, a classically trained musician and piano teacher, has her students list a few of their favorite songs. Then she teaches those songs at intervals to further stimulate the learning process. “When a student is finding a particular piece difficult or seems bored by a lesson, I suggest a song from her repertoire to keep her interested and inspired.”

Discuss and set realistic goals with the instructor. The parent’s goals should complement the instructor’s and the student should be aware of them. “Set small goals at first,” says Claps. “The beginner student should focus on improving his playing and practicing on a regular basis.”

Susan Brown, a classically trained piano instructor with an MFA from NYU/Tisch School of Music says: “My goal is to develop the complete musician. I teach my students to read the music and how to hear the difference in each note. The student’s goal is to learn what each note sounds like when it’s properly played so they can correct themselves when they’re practicing.”

Provide a good environment with proper lighting, a comfortable bench and no distractions. If you don’t have a piano and do not want to invest in one at first, a full-size keyboard with piano-weighted keys will do. The touch of the keys is important, especially to a beginner. The beginner must learn the proper fingering and feel of the piano keyboard, which is more responsive to touch than most other keyboards.

Decide whether lessons will be at your home or at the home or studio of the instructor. Some children find it too distracting to take lessons in their own home. Others would rather not waste the time it takes to travel to an instructor’s home or studio for lessons. Avoid making the child miss an activity or playtime in favor of practicing piano.

Practice sessions will also be an issue. “Practice can be ten minutes in the morning and ten minutes in the afternoon,” says Claps. “It does not have to be done in one 20 or 30 minute session. However, the student needs to practice on an almost daily basis— five out of seven days need to be practice days. The goal is to focus on one piece and try to improve it, not just learn the song.”

To get your child to practice, Brown encourages the use of rewards. “The purpose is to get the child to love music and to feel great about their accomplishment and abilities,” she says. “It’s all about building confidence and self-esteem.”

Most importantly, parents should positively reinforce their child’s lessons by actively participating in practice sessions. Enthusiasm for the experience goes a long way to encourage a child’s participation. Listen to children play and talk to them about what they’ve learned. “I always ask my students how they feel about the piece they’re playing,” says Brown. “It’s important the child understands that through their music they’re creating emotions and feelings. This will help them develop their own style of playing and find a way to make each piece their own.”

Another tool in positive reinforcement is the recital. “Recitals are huge motivational tools,” says Claps. “Students are very excited to play for their family and friends and they look forward to dressing up and feeling professional.”

Brown agrees. “Recitals help students realize their progress and build confidence in their musical skills and creativity.” Remember to discuss recitals with a potential instructor because not all instructors hold them.

There are various methods of teaching piano. Regardless of which method your instructor uses, Brown and Claps agree that students must learn to read the music and to properly position their fingers on the keyboard. “Students who play by ear without learning to read the music are only fingering certain songs,” says Brown. “They are not learning the notes or interpreting the music.” Unlike compositions for other instruments, piano music uses both bass and treble clef. “The piano student should learn to read the notes on the staff and learn the sound of each note properly played,” adds Brown. “This helps the student to improve their playing and to know when their piano is out of tune.”

What Kids Say
James O’Toole, a 5th-grade piano student, says this about taking lessons: “I’d rather take lessons in my home because going to the teacher’s house takes too long, and then my 30-minute lesson turns into an hour.”

Josh Narsu, a 3rd-grade piano student, says: “I like to play piano because I can feel myself getting better at it every time. When I finally learn how to play a well-known song, like ‘Ode to Joy,’ I feel really proud.”

How to Measure Success
“Music has a human quality,” says Brown. “It’s the musician’s emotional journey. A student who puts his own emotions and creativity into a piece of music makes it his own. That is a successful student.”

MUSIC SKILLS SOFTWARE
Programs like these can be used to motivate and challenge students to practice and achieve a higher level of understanding and reading music.
•Music Ace by Harmonic Vision: 24 engaging, self-paced lessons that reinforce music skills and an understanding of music theory.
•PianoHead by Spinapse: teaches note recognition, scales, intervals and key signatures.
•eMedia Learn to Play Piano & Keyboard Method Volume 1 by eMedia: over 300 step-by-step lessons, including interactive review and ear-training screens to reinforce new concepts and develop the musical ear.

Marie Castronuovo Ascolese is an attorney and freelance writer. She lives in New Jersey with her husband, four children and one miniature labradoodle.

Accepting Differences

Talking to your child about race.
by Sharen Hausmann

Source : PARENTGUIDE NEWS March 2007 (parentguidenews.com)

The world is filled with diversity, and different cultures, races and languages are a consistent part of a child’s daily life. As the population of the United States continues to grow, it will become more ethnically and racially diverse. According to a recent USA Today article, our country will be comprised of 24 percent Hispanics, 15 percent non-Hispanic Blacks and eight percent Asians by the year 2043.

As young children begin to learn about their surroundings, it is natural for them to be curious about those who have different physical characteristics. They may want to know why another person has a different skin color, facial features or hair texture.

Many parents feel awkward or uncomfortable when their child asks a question about racial differences, but it can be a great opportunity to teach him or her to value unique qualities in others, and to lay a solid foundation for tolerance and understanding. Despite popular belief, racial tolerance is not about being colorblind, but about recognizing and respecting the differences in others.

When talking to your child about race, consider the following suggestions:
•Establish open communication. Answer your child’s questions about race in a simple and straightforward manner. Teach your child that differences are what make each person unique, but they don’t make one person better or worse than another. You can also point out commonalities among different groups of people to help eliminate stereotypical views about other cultures.
•Set a good example. Remember that children often model adult behavior. What parents and family members say and how they act toward others can directly influence a child’s attitudes, beliefs and interactions with others. Pay attention to what you say in front of your child, and never allow generalizations, hateful expressions or racial jokes in your home.
•Encourage your child to learn about others. Fill your child’s library with books from around the world and about people from different cultures who have helped shape our world such as Mahatma Gandhi, Mother Theresa and Dr. Martin Luther King, Jr. Visit Web sites that have child-friendly ethnic crafts and recipes, or visit cultural museums and ethnic restaurants with your family.
•Instill a strong sense of ethnic heritage. Locate books and movies that portray individuals of your race or ethnicity as positive role models. Talk to your child about leaders and historical figures of your race so that he or she will be proud of his/her heritage and identity. Establish support networks for your child among relatives, neighbors and the greater community to help build his or her self-esteem.
•Celebrate multicultural heritages. Due to interracial marriages, blended families and international/transracial adoptions, the number of mixed-race families is increasing. Encourage multiculturalism by embracing the language, traditions and customs of every family member. If your child is multiracial, encourage him or her to celebrate and recognize all parts of his or her heritage. Support your child by helping him or her develop coping skills to handle questions and comments about his or her racial background.
•Confront discrimination. If your child is bullied or teased because of his or her race or ethnicity, reassure your child that he or she is beautiful and loved regardless of what others have said. Teach your child to deal with racism without feeling personally assaulted by explaining that people often resort to teasing when they don’t understand a situation or issue. Share your personal experiences regarding racial insensitivity and how you overcame them. If your child continues to be taunted, you may want to meet with your child’s teachers and discuss ways to address the situation.

In today’s increasingly interconnected world, an understanding of others is an important factor in a person’s success. Teaching your child about other cultures, languages, lifestyles and points of view not only provides him with a well-rounded education, but allows him to appreciate both the similarities and differences in others.

Sharen Hausmann has dedicated her life to improving the quality of care for all children. She is the executive director of Smart Start, the early childhood division of the United Way of Metropolitan Atlanta. Prior to Smart Start, she served as a consultant, lecturer, teacher and trainer, empowering teachers to promote healthy growth and development in young children. In addition, Hausmann is affiliated with a number of state and national early care and education professional organizations nationwide.