Category Archives: Children

Where Environmentalism Begins

04/06/2016Children, UncategorizedEcology, Environment, Pollutiondonna burke esgro

tidepool001

Clockwise: Michael, Donna, and Laura Esgro ©donnaesgro

Do we want our children to care about protecting the planet earth? Then, we must make sure that they are in awe of its myriad wonders. It can be as simple as taking your child outside to star gaze – as singing Twinkle Twinkle Little Star. This humble song has raised children’s awareness of the preciousness of the night sky more than all the warnings of what pollution is doing to the visibility of the heavens…because it is about love. It is about loving the stars, especially one little star among all the rest. This is how we learn compassion. Children look to us for guidance in all things, small and in this case infinite. To tell a child who has never pondered a sparkling sky that if we don’t reuse and recycle we will one day be unable to see the stars has no meaning. To tell a child who has no knowledge of sea horses, of anemones or tide pools, who has never heard the songs of dolphins and whales that we are poisoning our oceans, is an empty threat that cannot be understood with the senses and so, will have no meaning.

We can site statistics about the vital importance of preserving our forests, but can a child understand why? Not unless the joy of trees is in his consciousness-until he has climbed onto a fragrant low hanging branch, watched a bird arduously building its nest, or day dreamed in the dappled light of a leafy dome will he understand viscerally the vital link between a tree and himself. A tree might as well be playground equipment if there is no emotional or spiritual connection.

It is difficult for young children to think abstractly. This is why stories, either from books or experience, “Your grandmother was a brave gypsy who wore scarves threaded with gold…” resonate in ways that facts never can. I know that I love the ocean because my mother swam in it all the while I was in her womb.

Sometimes knowledge is first hand, tiny fingers touching a spiny sea star, but often it cannot be. This is where books can fill the gap -opening up the awareness that is necessary in order for a child to treasure his environment.

As a young girl I read The Secret Garden over and over. Oh, how I longed for a garden of my own! A place where I could grow vines of snap peas and pick flowers to wear in my hair. Books like this helped shaped my image of who I was and who I aspired to be.

Over 100 million marine animals are killed each year due to plastic debris.

How does a child understand the dire weight of this information? Does she know about the majestic sea turtles who eat plastic bags thinking that they are jelly fish and die? To be told that it is a good idea to reuse shopping bags is one thing, but to be aware of the plight of the sea turtle is an other.

Silent Killers – YouTube

We can hear about natural disasters, floods, famines, but finally, it is the faces of the victims that make us understand the depths of their suffering. Our hearts must ache with sorrow or joy before our heads can understand. So, go outside with your child often and show reverence for all living things. Read books that celebrate the exquisite magic of our fragile planet.

“Everything you can imagine is real.” Picasso

Imagine a world that works as one to save itself, from global warming to the horrors of war. Imagine clean oceans and skies, respect for all creatures, and the power of love. Show your children the glory of this blue marble cast into the infinite that we are blessed to inhabit. Plant a sunflower, build a sand castle, listen for crickets on a summer evening, look for spider webs after a rain… Show them your joy in the bounteous gifts that surround us, and you will inspire them to care.

Learning to Listen

26/02/2015Children, Early Development, Education, Literacy, Reading, Teachingbooks, children, education, learning, listening, literacy, media, Tao Porchon-Lynch, teachingdonna burke esgro

A child must learn to listen before he can listen to learn. Experts agree that the conditions which most affect literacy take place in the home, long before a child enters school. Children listen, understand, and speak before they read, write, and spell. Without the former, the latter is impossible. It follows that the more developed a very young child’s language skills, the easier time he will have learning the academics of literacy. Reading to your child from the very beginning will help develop listening skills that are invaluable later in life. At first your active baby won’t have the attention span to allow you to read all the words of a book to her, but just sitting together enjoying books, talking about the illustrations, is enough to start. As time goes by, a young child who has access to a bookshelf will soon be seeking out books and sitting quietly pretending to read. This activity is not, simply, adorable. For a child, the act of pretending is a major step in learning a new skill.

In order to help a child learn to listen, keep the home environment as free of unnecessary distraction as possible. Turn off the background noise. This simple act will help to create a more peaceful atmosphere conducive to contemplation…and to reading. Music is not usually a distraction, but the news and commercials that accompany radio and television certainly are. Children are sensitive and their hearing is acute, try to shield them from the constant advertising and, more importantly, the disturbing violent events that are, sadly, so often in the news.

Another aspect in teaching children to learn to listen is to listen to them! The respect that you show when you pay careful attention to a child’s stories and questions teaches him the importance of listening. Ask interactive, open-ended questions that offer the child not only an opportunity to express himself but to develop cognitive skills. Avoid “baby talk” or talking down to a child. Children love “big” words; adults often underestimate their insatiable curiosity and innate ability to learn them. Books add a multitude of new words not used in daily life that enrich and enlarge your child’s vocabulary exponentially. The art of thoughtful listening is fast becoming obsolete. Help your child become attentive in a culture rife with sound bites, twitter, and the abbreviated language of texting. It is only in listening closely that we truly learn.

To teach is to share knowledge joyfully; to learn is to listen with equal joy. Teachers are all around us:

The Power of Poetry

19/02/2015Children, Early Development, Education, Learning, Literacy, Poetry, Reading, Teachingbooks, children, communication, development, Dr. Seuss, education, imagination, language, learning, literacy, poetry, reading, rhyme, teachingdonna burke esgro

Poetry is often looked upon as irrelevant, a part of another era, when people had more leisure time, less distractions; when conversation was an art, and life wasn’t so frenetic. Yet, it is well documented by linguists that children who have early exposure to poetic verse and the phonemic and syllabic sensitivity it brings, have an easier time recognizing individual sounds and learning to read.

Poetry is the heartbeat of literature. Begin a rhyme in a room full of children and watch what happens…a sudden attentive stillness. Even babies, who can’t yet understand the meaning of the words, are entranced by the patterns, repetitions, and rhythms:

I am Sam

Sam I am

That Sam-I-am That Sam-I-am!

I do not like that Sam-I-am

Do you like  green eggs and ham?

I do not like them, Sam-I-am.

I do not like  green eggs and ham.

Dr. Seuss – Green Eggs and Ham

Rhyme draws attention to the ending sounds of individual words – alliteration to the beginning. The musical language of poetry rings and reverberates, creating in the child a fundamental joy in literature.

But should the reading of poetry end with nursery rhymes? The emotions that poetry evokes are universal. As children grow older, the reading and writing of poetry can help them to cope with vulnerable truths that are too fragile to share in other ways…love, pain, death, transcendence…feelings not likely to be discussed on Facebook:

http://www.youtube.com/watch?v=3wvnQcm3SZE&feature=youtube_gdata_player

Reading aloud one’s own poetry creates a forum for individual expression that inspires confidence and pride. To communicate profound feelings and see that others share them is a transporting experience. In a school system that stresses the head – test taking, memorization, grades, and competition – poetry celebrates the heart. In this increasingly homogenized culture, poetry’s power lies in its originality-whether wild with rage as in Allen Ginsberg’s Howl, or soft with the tenderness of e.e.cummings’ somewhere i have never travelled, gladly beyond, poetry connects us intimately and immediately to our deepest feelings.

The language of poetry encourages inventiveness with words. Hope is “the thing with feathers” (Emily Dickenson). Eyes are “the window to the soul”(Shakespeare). Poetry conjures images that broaden and enlighten the mind. Metaphor and simile invite the reader to look at life in different ways, using unexpected correlations that inspire creative thinking:

The fog comes

on little cat feet

It sits looking

over harbor and city

on silent haunches

and then moves on

Carl Sandburg – Fog

From the rocking rhythm of early lullabies to the healing strength of dirges, the simple truths of poetry cross all cultures, all boundaries. Introduce poetry early to share the wonder of words with your child, but don’t lose track of how poetry’s elegant, eloquent elucidation can inspire us throughout our life

Literacy – How it Begins

07/02/2015Children, Early Development, Education, Learning, Literacy, Reading, Teachingbooks, children, communication, development, education, exploration, language, learning, literacy, reading, teaching, wordsdonna burke esgro

“The invariable mark of wisdom is to see the miraculous in the common.”

― Ralph Waldo Emerson

Oral language is the foundation of literacy. Within a few short months an infant’s cries become babbles, then, suddenly, talking! Soon, the young child understands the meaning of thousands of words. The acquisition of language happens at a remarkable speed. Every time a child learns something new, it becomes a part of his knowledge base. Since words are simply articulations of concepts and feelings, it is evident that a child’s vocabulary should be measured not by how many words he knows, but by what he knows about each word.

The more ideas that the child is exposed to, the deeper her understanding of certain terms: A child whose favorite book is Goodnight Moon understands the conception of the moon in a more visceral way once she has seen a bright full moonrise, or watched the moon disappear behind a cloud lined with silver. Thereafter, whenever the book is read to her, these images flood her mind allowing a richer appreciation of both the word moon and the familiar bedtime story.

One of the most giving words in the English language is the word, “Look!” When you invite a child to look, you give him the gift of your time, attention, and awareness. You joyfully invite him to join in a shared experience and with this simple word illustrate how communication bonds us. “Look! A dragonfly!” Fills the child’s mind with dragons, butterflies, fairies… “Can it breathe fire?” I have been asked. These opportunities to enlarge your child’s perspective happen daily, and books are a wonderful way to extend this rapid accumulation of knowledge. While the opportunity to see a rainbow doesn’t happen everyday, books, both fiction and non-fiction, can share the beautiful imagery of a rainbow with your child, reinforcing such basics as color recognition, but more importantly, encouraging him to see the wonder and glory of the natural world…and to look for rainbows everywhere.

Children are born scientists – curious and eager to explore. Knowledge is not a mere collection of facts, it is alive, pulsing-a process of discovery. Books provide an access to worlds that we cannot, otherwise, enter. From the bioluminescent depths of the sea to the mystical outer edges of the known universe, books satisfy the need and the love for communication that begins with the infant’s first cries.

Why Doing Absolutely Nothing is Important

29/01/2015Children, Early Development, Education, Teachingchildren, consciousness, creativity, daydreams, development, education, exploration, imagination, learning, peace, problem-solving, rest, silencedonna burke esgro

“Not all those who wander are lost.” J.R.R. Tolkien

The modern world is a hectic one. Between school, sports, dance, music lessons, karate class, and other extra-curricular activities that fill our children’s days, there is precious little time for them to be alone with their thoughts. To be alone with one’s thoughts is to let the mind wander…to imagine. When the brain is free of distractions thoughts become reflective, and unexpected connections are made that expand consciousness.

Daydreaming enables us to revisit our memories. Allowing time to process these intricate emotions leads to deeper understanding of ourselves and others. When children are given the time to ponder they begin to take leaps from what they know to what they don’t know. Often, these original ideas are sweet, innocent, or funny…but they are, unmistakably, inventive, and show the developing mind at work.

When a child daydreams, no one can intrude on his fanciful imaginings. He is free to explore, to make unique, whimsical associations that are the seeds of creative thinking. We live in a culture that values productivity, but, ironically, frowns upon the very dreamers who are the gateways to inspiration and invention. Einstein said, “The intuitive mind is a sacred gift; the rational mind is a faithful servant. We have a society that honors the servant and has forgotten the gift.”

It is not only composers or poets who benefit from daydreaming, but scientists, mathematicians, and engineers as well. MRI research has revealed that, during a daydream, areas in the brain associated with complex problem solving are activated. Scientists now believe that daydreaming is as important as the dreaming we do at night – a time when the brain works hard to coalesce and consolidate learning. Neuroscientist and human development psychologist, Mary Helen Immordino-Yang, in an article in the journal Perspectives on Psychological Science, states that daydreaming is vital to learning, ultimately strengthening cognitive abilities such as reading comprehension:

http://pps.sagepub.com/content/7/4/352

Daydreams can reveal truths that are not visible in the too bright light of everyday activities. Like a candle, or a star, they can help to lead us in the right direction. Let daydreams inspire your children. In a world that shouts for their attention, encourage and respect these quiet, thoughtful moments. Let’s teach our children to value the beauty of silence and their own fantastical inner worlds.

Is an E-Book as Good for Your Child as a Traditional Book?

21/01/2015Children, Early Development, Education, Learning, Literacy, Reading, Teaching, Technologybooks, children, communication, development, e-books, education, electronics, fiction, learning, literacy, non-fiction, parenting, reading, teaching, technologydonna burke esgro

Mother and Child Reading Frederick Warren Freer 1849-1908 — Mother and Child Reading
Frederick Warren Freer
1849-1908

There are many delightful depictions of stories available electronically.But are they as worthwhile to your child as reading a traditional book? Childhood Development experts have not yet determined the answer to this question due to the fact that e-books have not been around long enough to collect the data necessary to come to a decision. The topic is of high interest to educators worldwide, and numerous studies have been conducted.

At best, reading to a child is not a static activity. Children feel warm, secure, and loved sitting next to a parent or grandparent with a book. They receive a not so subliminal message that books are valuable, and that so are they. This feeling can last a lifetime, conjuring pleasant and joyful memories associated with books.

Even very young children learn quickly how a book works; front to back, page to page, top to bottom. They see as they follow the story, that those strange shapes called letters have something to do with spoken words. More importantly, they are not distracted by the bells and whistles designed to enhance the e-book experience, they are free to comment, to ask questions, to ponder new ideas and make connections. The adult reader can extend these connections and make them personal. “Remember when we went to the zoo like Curious George?” “Was the lion scary?” “How many monkeys are in the tree?” “What colors are the flowers?” There are countless ways to extend even the simplest of books.

Only the parent knows the child’s most passionate interests. If your child is fascinated by anything from the solar system to insects, you can use this knowledge to make the book that you are reading a more interesting and individual experience….an illustration of a butterfly can lead to a conversation about metamorphosis, and, more importantly, it can lead you outside…to look for butterflies, to talk about what butterflies like…”Do they like snow or sunshine?” “Do they like gardens or city streets?” “Do you think that they would like to be caught and put in a box?” “Why?” Fiction leads naturally to non-fiction. There are a multitude of beautifully photographed scientific books for children. I like the ACORN series, published by Capstone Global Library, because it works equally well for toddlers as early readers.

E-books have their place, but use them sparingly. I see so many children sitting in shopping carts or at restaurants with their brightly colored devices. I’m sure that these children are mostly watching high quality applications. But, they are missing the grocery store! They are missing the myriad opportunities for language that present themselves outside of the home, starting with, simply, conversation.

Reading is not only about being entertained. A child can learn much about nutrition from seeing you read the ingredients of a cereal box. He can learn about choices, and how you used reading to make them. Most importantly, your child is present in the real world rather than a virtual one, absorbing, as children so readily do, the connections between the words they see everywhere, from street signs to menus, and how they are used to communicate important information.

“I immediately felt a sense of nostalgia that I haven’t felt in a long time. The scent of physical books—the paper, the ink, the glue—can conjure up memories of a summer day spent reading on a beach, a fall afternoon in a coffee shop, or an overstuffed chair by a fireplace as rain patters on a windowsill.”

New York Times Tech Blogger – Nick Bilton-on wandering into a West Village bookstore.

Read for Health

20/01/2015Children, Early Development, Education, Learning, Literacy, Reading, Teachingattention span, books, children, creativity, development, education, electronics, imagination, learning, literacy, media, parenting, reading, screen timedonna burke esgro

While no good parent would feed a child nothing but junk food, unfortunately, many parents do not pay attention to what their child is ingesting through the seemingly always accessible electronic media. We all know that entertainment has become increasingly violent. It is not as often addressed that it has become alarmingly superficial and mean spirited. If a child is being fed these messages for many hours a day it becomes a daunting task to undo the damage. The average American child uses some kind of electronic device for 7 hours a day while the American Academy of Pediatrics recommends no more than one hour per day for 3 to 5 year olds, two hours for 6 to 18 year olds, and none at all for children under the age of two.

Studies show that immoderate use of television and video games lead to attention deficits, anxiety, and difficulty with concentration. It is very important that parents monitor the time and the quality of all electronics their child is engaged in. Take the time to determine if your child, through this media, is being encouraged to develop the kind of character traits that you hope she will begin to emulate.

Books offer a respite against the frenetic world of electronic entertainment. They introduce characters that are more than just vehicles designed for bouts of combat. Books slow your child down and increase his attention span. They nurture imagination and creativity and, unlike passive screen time, make demands on your child to think deeply. They are an important part of a healthy diet for your child’s mind.

How Fiction Helps a Child to Develop Empathy

19/01/2015Children, Early Development, Education, Learning, Literacy, Reading, Teachingbooks, character, children, compassion, development, education, emotion, empathy, feeling, fiction, learning, literacy, reading, sensitivity, sharing, teaching, understandingdonna burke esgro

Anyone who has read to a child has noticed the range of emotions that cross the child’s face as he listens raptly to a story. Worldwide, scientific researchers in the field of neuroscience have uncovered irrefutable proof that those who read fiction regularly develop a deeper understanding of others, which leads to the ability to see situations from different points of view – the quality of empathy.

Of particular interest is a study conducted in 2010 by Dr. Raymond Mar, a psychologist at York University, using preschool children. He and his colleagues discovered a direct corollary between how much a child is read to and the child’s Theory of Mind. Theory of Mind (ToM) is the ability of an individual to understand his or her own mental states, and to realize that others also have minds with perhaps different beliefs and desires. It is believed that ToM is an innate quality in human beings that generally takes many years of social interaction to develop. Having a keen sense of ToM is an abstract quality, and while children learn more readily with their senses, understand the concrete, and live in the present, reading about other’s thoughts and feelings helps a child to take the leap from the actual to the abstract.

We laugh at characters who are silly, but we also feel concern for characters who are sad, lonely, afraid, or hurt. A child, while reading, “practices” these feelings, acquiring an early knowledge of compassion. In a book such as The Rainbow Fish, children are exposed to the idea of sharing versus not sharing. How does it make you feel when you share? When someone shares with you? When someone doesn’t share with you? Books can evoke powerful emotions that children can safely and securely contend with, creating a sensitivity to emotional nuance often missed in the heat of the argument over whose turn it is.

Stories help a child to learn that sad feelings can be soothed, that happy feelings can be shared, and that these feelings are universal. We all celebrate, over and over again as we reread, that Harold, wielding only a purple crayon, will figure out all by himself how to get home safely, that the little blue engine will make it up and over the hill, and that wicked witches can be defeated by little girls in sparkly shoes.

Words Connect Us

17/01/2015Children, Early Development, Education, Learning, Literacy, Reading, Teachingattention span, books, children, communication, creativity, curiosity, development, education, imagination, language, learning, literacy, reading, wordsdonna burke esgro

The phrase “Use your words” in relation to encouraging children to express themselves has been around long enough to have become an iconic idiom. Normally it is used in conjunction with reminding a child that hitting, biting, throwing one’s self on the floor, etc….are not effective ways to communicate. But have you ever thought about saying to a child who is behaving properly,“Use your words”?

This blog is about the importance of establishing a love of literature early in life and the connection that reading has to the developing mind. Curiosity, creative thinking, imagination, attention span, and even social skills are all heightened through early exposure to books. Words connect us. Conversations, whether with a 3 year old or an 80 year old, inspire us and help us to see from different perspectives.

After all, what are books if not voices on the page…voices communicating stories to anyone who cares to listen. The author’s voice may tell stories of fairies, baby animals, princesses, dragon fighting, how to make a kite, or what lives under the sea…whether fiction or non-fiction, a book explores new thoughts that expand the heart as well as the mind.

All day long children are bombarded with peer pressure, expectations to perform, to obey, to excel, to be quiet when they feel like talking, to talk when they feel like being quiet. They are enticed with glossy packaging and advertisements designed to convince them that happiness lies in material possessions. Reading is free of all that. A book takes a child to a simpler, less intrusive world. It sets their mind to dreaming and makes them smart.

What a beautiful gift to give a child, and it is as simple as using your words.