Our own sun is a star as well. Being the closest star to our planet, it has caught us in its magnetic field and holds us in an elliptical path on which we orbit, circling the Sun, along with other planets, asteroids, comets, moons, gases and matter of various sorts. Our sun and everything caught in its energy field is called the Solar System. We circle our sun, whose name is simply The Sun, like clockwork, every 365 and one-quarter days. Our Solar System is located in the Milky Way Galaxy, sometimes called the Galaxy.

Scientists differ on the definition of a planet; hence there is controversy on whether there are 8, 9, 10, 11 or more planets in our Solar System. Children are now being taught there are 8 planets and 4 dwarf planets, listed here in order from closest to the Sun to the farthest away.

The Terrestrial Planets:

• Mercury
• Venus
• Earth
• Mars

The Outer Gas Giants:

• Jupiter
• Saturn
• Uranus
• Neptune

The Dwarf Planets:

• Ceres
• Pluto
• Makemake
• Eris

Each planet has its own unique characteristics. Scientist theorize there may have been life on the planet Mars, but at this time, only Earth hosts life as we know it.

Space exploration has helped us expand our idea of the Universe as a territory so vast that we cannot begin to know its dimensions or true composition. We know that it is composed of space (nothing) and matter (something). But there is so much we do not know. Many of the questions your child will ask may need to remain a mystery.
Our solar system has been studied enough, however, that we can provide some answers as to the makeup, size and movements of the Sun and the planets.

Some basic facts about our sun:

• The Sun comprises 98 percent of all material in the Solar System.
• It is a medium sized star, formed around 5 billion years ago.
• The Sun was “born” when dust and other space matter came together and ignited.
• The diameter of the Sun is about 864,000 miles, or 1.4 million kilometers.
• We are 93 million miles, or 150 million kilometers, from the Sun.
• It takes 8 minutes for the Sun’s energy to reach the Earth.
• We only get about 1 billionth of the Sun’s total energy.

Some facts about the planets:

• The planets in our Solar System are held in place by the Sun’s gravity.
• The planets each have their own orbit duration, depending on their distance from the Sun, so each planet’s “year” differs.
• Jupiter is the largest planet in our system.
• Pluto has been reclassified as a dwarf planet.
• The Earth is the only planet in our system that has water. It covers three-quarters of the Earth’s surface.
• The planets in the Solar System have a total of 166 moons.
• Copernicus theorized the planets moved around the Sun (rather than everything revolving around the Earth) about 500 years ago.
• Galileo invented the telescope about 400 years ago, opening a whole new arena of exploration, and proving Copernicus was correct.

Teaching your youngster about the Solar System will be fun and easy, as their curiosity will generate questions the two of you can explore together. And it is one topic where it is okay to say, “I don’t know! Let’s see what we can find.”

Preschool

Preschoolers love to look up. The moon is a favorite object for many little ones, its bright face changing all the time. Just standing outside under the night sky and quietly observing together will trigger an instinctual knowing in your child. They will know the stars are farther away and the moon is closer. Let them know that stars are suns similar to ours.
Your child may enjoy having glow in the dark stars and planets decorating their ceiling. Stars and planets are popular decorating themes for children’s rooms. Night clothes and bedspreads can be found with stars and moons.

Kids this age may also enjoy a trip to a planetarium. They won’t understand everything, but will be fascinated by the magnitude and movement of the stars and constellations.

One early connection to our Solar System is the weather. The Earth’s position in relation to the Sun, along with your position on the Earth determines the weather and the seasons. Some children may be intensely interested in the weather and the seasons, which will give you an opportunity to learn more by exploring books and internet sites about the Solar System.

The phases of the moon will not escape your child’s notice. Spend some time finding an explanation you both understand. You may be surprised! This is also a good time to introduce the calendar to your child, which will later be useful when adding to what they know about time, the seasons, and the weather.

For now it is enough to know we have a vital relationship with the Sun and that we live on a planet we’ve named Earth.

Main points to address:

• All children are fascinated by the moon and stars.
• Our weather, seasons and how we keep time all hinge on where we are in our Solar System.
• Young children may enjoy a trip to a planetarium.

Grades K-6th

Young children will begin formally studying the Solar System and our place in it. You can expand on what they are learning by visiting some of the high-quality websites available, a few of which are referenced below.

Camping under the night sky will recreate the wonder of their earliest experiences with the night sky. Take along a flashlight and a book of constellations and see how many you can find!

Some scouting groups work toward astronomy badges and complete learning projects on different aspects of the Solar System. A trip to the library can supplement your child’s research.

As your child grows and is ready for more detailed information on the Solar System, you may want to consider a “Space Camp” where kids have a chance to learn serious science and work on real life projects related to space travel and exploration.

Probably the best resource at this time is the Internet. Spend some time gazing at the Hubble photographs. They will render you speechless. Check out some of the sites that have information and activities geared toward your child’s age group.

If your child has a real passion for the planets, the moon and for space, foster this by creating opportunities to develop his or her interest. Who knows- your youngster may belong to the next generation of space explorers!

Main Points to address:

• Supplement your child’s learning with trips to the library and exploring some of the excellent sites found on the Web.
• Camping and scouting may spark your child’s interest in the Solar System.
• “Space Camp” is a wonderful experience for young astronomers.

Resources

Resources that can help you in your venture include:

• Kids Planets: The 9 (8) planets: http://kids.nineplanets.org/
• NASA: Solar System for Kids: http://solarsystem.nasa.gov/kids/index.cfm
• Hubble Site: Picture gallery (awesome): http://hubblesite.org/gallery/album/list.php?cat=solar_system
• Kids Astronomy: Facts, activities, music and great graphics:
  http://www.kidsastronomy.com/solar_system.htm
• National Geographic: Space images and facts for older kids:
  http://science.nationalgeographic.com/science/space.html

Although there is really only one big ocean, we divide it up into sections and name them for our convenience. They are the Pacific, Atlantic, Indian, Southern, and Arctic Oceans, listed in order from largest to smallest in terms of area. The study of our oceans is called oceanography. Each ocean has its own wonders.

All ocean water is salty and filled with an unfathomable variety of plant and animal life, from the largest to the tiniest life forms on Earth. The study of ocean life is called marine biology.

Teaching your child about the ocean and ocean life can be an amazing and highly educational joint venture. There is so much to know!

Preschool

Even very young children have an inborn sense of the ocean’s immensity. Standing on the water’s edge, it is clear that there is no “other side”!

Children are fascinated by large ocean animals- whales, dolphins, sharks. Their mysterious and sometimes threatening appearance have inspired tales throughout the ages. Children’s literature featuring ocean creatures abounds. A trip to the library can spark your child’s interest and imagination. Some titles to consider:

• Water Beds by Gail Langer Karwoski
• Dolphins: What They Can Teach Us by Mary M. Cerullo
• Destination Deep Sea by Jonathan Grupper
• Across the Wide Ocean by Karen Romano Young
• Sea Critters by Sylvia A. Earle
• Sea Shapes by Suse Mac Donald
• Oceans and Seas by Nicola Davies
• Usborne First Encyclopedia of Seas and Oceans by Ben Denne
• The Sea: Exploring Life on an Ocean Planet by Robert Burleigh
• Oceans: How We Use the Seas by Dana Desonie

Of course, there is nothing more valuable than direct experience. A trip to the ocean will not only be fun, but a real learning experience. The sun, sand, and billowing waves alone are awe-inspiring. Add seashells, sea birds and of course the fish, and you have an unforgettable experience. Don’t forget to take a pail and shovels, some sunscreen and a camera!

Main points to address:

• Preschoolers have a natural appreciation for the ocean’s vast size.
• Books about the ocean and its creatures can delight your young child.
• A visit to the ocean is the best teacher!

Grades K-3rd

Young school age children will have an opportunity to study the ocean and ocean life in school. Our weather is dependent to a large extent on the water cycle, which is greatly impacted by the water in our ocean. The plants and animals in the ocean are included in our food chain. Commerce is conducted on, in and across the ocean. Every aspect of our lives is connected in some way to the oceans. The ocean itself is a symbol of life and death and everything in between.

Children this age can become fascinated by the ocean and ocean life. Visiting a seaquarium will give your youngster an up close view of sharks, manta rays, sea turtles and other ocean life.

A salt water fish tank can be expensive, but beautiful when filled-with strikingly colorful varieties of ocean fish. Even taking a trip to a shop that sells salt water creatures can be fun and give your child an idea of the wide spectrum of colors, shapes, markings and adaptive features of ocean fish.

Children this age can begin to take advantage of the many wonderful websites dealing with the ocean and ocean life. Time spent with your child doing an Internet exploration of targeted sites can spark your child’s interest in one of the many special areas of oceanography and marine biology.

Main Points to address:

• Life on Earth is highly impacted by and dependent on our oceans.
• Visit a seaquarium to observe ocean creatures up close.
• A salt water fish tank is a beautiful addition to the home.
• Explore the oceans via the Internet with your child.

Grades 4-6th

Older children will already have a good basic idea of the role oceans play in our lives. The variety of ocean life and the interconnectedness of all life will probably be part of your child’s consciousness by this time. Because of this, your child may have already developed a passion for one aspect of oceanography or another.

A cruise or fishing trip on the ocean can be a real adventure for a young person, if it is possible and convenient to do. Make sure safety precautions are taken- check the weather forecast, sail with an experienced seaman and carry and use safety vests and rafts. There is no real substitute for being on the ocean! Make sure to take along some Dramamine or other remedy for sea-sickness, just in case.

Older children will be sensitive to the health of the ocean- to global warming and to the dangers of pollution to ocean life and to us. Encourage their awareness and compassion by supporting any efforts to become actively involved. Many organizations for kids exist today that offer a way to make a difference. Whether it is a letter writing campaign, exploring alternative energy sources, or rescuing animals affected by the carelessness of humans, your child can make the world a better place by doing his or her part according to their interest.

Opportunities to explore the ocean exist for older children through various schools and foundations. If your child has a real passion for some aspect of oceanography, you may want to look into one of these exciting possibilities.

Main points to address:

• An ocean fishing trip or cruise can be a great learning experience.
• Older children realize the implications of failing to care for the ocean.
• Support your child’s interest and involvement in keeping the ocean healthy.

Resources

Resources that can help you in your venture include:

• Scholastic: Ocean Resources (extensive collection): http://www2.scholastic.com/browse/collection.jsp?id=323
• MarineBio Kids: Ocean info, games and activities: http://marinebio.org/MarineBio/MindGames/
• Sea Life Europe: Conserving ocean life- info, activities and games: http://www.sealifeeurope.com/index.php
• Kids OLR: Oceanography web directory for kids K-college: http://www.kidsolr.com/science/page15.html

Kids and music go together! One of the pleasures of being in the world is the sound of clapping hands and singing voices. Humans have been making sounds and inventing ways to produce sounds since the beginning of time. Whether it is the beat of little hands on pots and pans or the discovery of being able to whistle, music is a delight to the ear and to the soul.

Music is good for your child. Music:

• Develops listening skills
• Helps develop neural pathways in the brain, laying the foundation for language and math skills
• Allows kids to express their emotions and physical energy in healthy ways
• Gives children a way to connect with their natural desire for beauty, spirituality and harmony
• Teaches them the natural order that exists in Creation and introduces the concepts of harmony and cooperation

Teaching your child the basics of music can set the stage for a lifetime of enjoying and making music!

Preschool

Many parents purposely expose their baby to music even before birth. Babies can hear in the womb, and what better way to introduce them to earthly sounds than by these early experiences.

Preschoolers delight in song and dance. Finding kids’ songs is very easy on the Internet or in a local music store. Letting your child listen to a lullaby before sleep or wake to a lively Latin tune sets the mood for what comes next.

Of course, one of the best ways to experience music is to make it yourself! Anything can become a drum- from a shoebox to your toddler’s own knees. These ways of making music, which come from music teacher Sarah at “Real Life Blog” will also teach your child some music fundamentals:

• Do “sirens” with your voices, going as high and as low as possible. This teaches “pitch”. Draw waves on paper, going up and down to follow the highs and lows you produce.
• Let your child listen to CDs of other children singing. When a child only hears an adult range of notes, they sometimes fail to develop the upper range of notes that children produce so well.
• Talk about the difference between high and low and soft and loud so they learn to discriminate between them.
• Make up words to familiar melodies as you go through your day-just for fun!
• Sing or play a musical phrase and ask your child to repeat it. This develops memory and an “ear” for music.
• Create your own instruments from household items, or buy an inexpensive recorder for early success at making music.

Above all, have fun with music!

Main points to address:

• Children naturally love music. Give them many opportunities to hear and produce sounds.
• Music creates learning pathways in the brain, enhancing language and math development.
• Early awareness of pitch and volume can be taught now.
• Let your child hear the voices of other children.

Grade K-3rd

Kids this age have been listening to, making, and moving to music for years! They are ready to learn the language and basics of music. Very simply:

• Pitch is the highness or lowness of notes on a scale.
• Volume is how loud or soft sound is.
• Tempo is the speed of the notes in music.
• Rhythm is the pattern of sounds and silence in music.
• Notes are the pitch, or location on the scale, and the duration, noted by shape of a note on the scale.

Adding musical terms can be done as they grow older and as they need them.

Music lessons are often started at age 6 or 7, but there is no harm in starting earlier or later. It is important to go with a child’s inclination and trust their interests, rather than impose your own wishes. Expose them to many instruments and kinds of music. They will tell you what attracts them. If you cannot supply music lessons, many schools offer instrumental lessons and all schools sing.

Expose your child to many kinds of music- from classical and jazz to rock and roll and gospel. Experiencing many kinds of music will make them aware of the rich diversity in the world.

Main points to address:

• Use the musical terms such as pitch, volume, rhythm, notes and tempo.
• Provide music lessons if you can afford it, and if your child shows an interest.
• Not all children are gifted in music, but all children can enjoy it.

Grades 4-6th

Older children will have formed definite preferences for certain musical styles. Provide opportunities when you can for your child to experience music, either recorded or live.

If your child has begun music lessons, set a scheduled practice time and give them a day planner or calendar to record practice sessions. A small reward could be offered for a certain amount of total minutes. After a while, if your child has embraced the instrument, you will no longer need incentives, as playing it will be its own reward.

If your child has been gifted with a singing voice, or if they just enjoy singing, make sure they get to sing. Joining a choir or chorus group can be fun and builds self-esteem and cooperation.

Adding new terms and some of the specifics of music composition can be done now. In brief:

• Notes played in succession with intermittent pauses make up music.
• Notes are written on a scale (treble clef for higher range, bass clef for the lower range), and are assigned a value (whole, half, quarter, eighths, etc.) which indicate their length.
• Where they are placed on the scale determines the pitch of the note.
• The time signature tells about the beat (top indicates how many beats per minute, bottom tells how long each note will last).
• A staff consists of five parallel lines on which you place notes.
• A measure is a “chunk” of the staff.
• Composers arrange notes in ways that create music.
• Harmony is created when two or more notes occurring at the same time sound nice.

Phew!

Music can soothe, excite, inspire, relax and some say even heal. Make sure your home is filled with music at least some of the time. Sing, dance and enjoy!

Main points to address:

• Older children will develop definite musical tastes, and possibly a preference for the piano or other instrument.
• Continue to provide opportunities for your child to experience music.
• Help your child by setting a time for practice. Don’t overdo!
• If your child enjoys singing, make sure they have a chance to sing within a group setting.

Resources

Resources that can help you in your venture include:

• San Francisco Symphony Kids: Fun interactive site (Awesome) that teaches all elements and lets your child experiment and compose real music -
  http://www.sfskids.org/templates/musicLabF.asp?pageid=11
• Duckster’s Music Site Directory – http://www.ducksters.com/music.php
• Expert Village Videos: Teaching kids music basics – http://www.expertvillage.com/video-series/476_child-music-lesson.htm

Although there was a time when government in any form did not exist, the last seven thousand years has seen the growth of government around the world. As population grew in an area, people banded together for protection, which is even today, one of the primary functions of government.

Today, governments generally oversee a country or state’s economic and military activities, but also are involved in social and environmental security. Whatever the form of government, people surrender some of their personal power in exchange for a measure of security against real or perceived enemies.

Most countries embrace a single form of government. Some are a blend of two or more types. The various forms of governments are listed here to provide a common language for you and your child.

• A monarchy is rule by a single individual, often a king or a queen, that inherited their position, and will pass the role to their heir. An example would be Great Britain.
• A dictatorship is rule by a single individual who holds total power over a country. An example is the ancient Roman Empire.
• Despotism is rule by an individual who considers all people his or her slaves. The pharaohs of ancient Egypt were despots.
• An oligarchy is rule by a small group of either related persons or people with a common interest. A modern example would be South Africa.
• A plutocracy is a government ruled by the wealthy. One example is the city-states of ancient Greece.
• A democracy is a government ruled by the people or by representatives chosen by the people. An example would be the United States.
• A theocracy is ruled by the religious leaders of a country. An early example is Muhammad who ruled the early Muslims.
• An anarchy is the absence of government and the provisions provided by a government. Somalia in the 1990’s is an example.

Wherever you live, you will have one of these types of government. Knowing how your own government works and the terms used for leaders and other officials will help you explain these things to your child.

The world at this time is a “mixed bag” of ruling styles, with resulting conflict and confusion. It is difficult to imagine a world without government, and equally difficult to imagine a world with one government. As your child grows they may be puzzled by world events. Sharing what you know about the governments of the world will help them better understand and follow current happenings.

Preschool

Letting your child know what a president, a king and queen, or other leader, depending on where you live, does will set the stage for further discussion. At this age it is only necessary to answer questions as they arise.

During play it will be natural to be the king or the princess! Children somehow know the significance of these roles. It is interesting to watch as they play out their interpretation of those figures.

Children cannot be totally protected from the worrisome events around the globe. Television and other media will provide many images that may disturb your child. They may have nightmares or act out some of their confusion in play. Helping him or her feel safe and protected within your home will ease some of their fears.

Main points to address:

• Children will play out their understanding of leadership, power, and control.
• Children will be exposed to worrisome world events. Help them feel protected and secure within their home.

Grades K-3rd

As children grow, they become more aware of the world around them. School will provide some of the history of the world at this time. Understanding that the world was not always the way it is now will become more established in awareness.

Children start by understanding family relationships, followed by a connection and awareness of community. Being part of a community serves and meets many basic needs. Community workers keep us safe and provide for many public needs.

At this developmental stage some children will have already gained a sense of history and a beginning knowledge of diversity. Taking your child to a museum with artifacts or art will help them connect with other times in a real way. Choosing books to read that are set in another time will also help them gain a historical perspective.

Learning about inventions and the way technology has and is evolving will also give them strong messages about the way the world has changed. This growing awareness will set the stage for learning about world governments in later grades.

Main points to address:

• Children this age grow increasingly aware of community and diversity.
• Visit an art museum or a museum of natural history to help them put things in a historical perspective.
• Choose books set in other times and places.

Grades 4-6th

During these grades children will be taught the history of their immediate area, and about the state, region or province they live in. This will probably be within the context of the history of the world. During this time they will receive information that may or may not be totally accurate, as documenting and interpreting history is always blurred by time and personal perception.

You can help your child understand systems of government in your state, country or province by visiting governmental buildings and landmarks. This will no doubt inspire their curiosity. Answering their questions as best you can will be supplemented by literature and lessons in school.

Being involved in your community will give your child a practical experience of people banding together to perform a service. Telling them the ways people benefit or are controlled by the government where you live will inform them of some of the functions of government The roads you drive on, the jails that hold criminals, the schools they attend are in most areas of the world maintained or overseen by the government.

Some other ideas: Have maps and a globe in your home so you explore where things are. If you vote, take your child with you. When you mail a letter, explain how the government makes sure the letter gets where it’s going safely. For most of in the world, the government is involved in many of our endeavors.

Your child will develop a greater knowledge and curiosity of the way various governments operate around the world. Knowing the basics yourself will help you provide a balanced view of how the world operates.

Main points to address:

• School will provide formal teaching on government and politics, which will generate philosophical and religious questions.
• Have maps and a globe at home.
• Being involved in your community will show your child the practical use of people banding together.
• Try to provide a balanced view of the world by being well-informed.

Resources

Resources that can help you in your venture include:

• Kids.gov: The official U.S. portal for kids – http://www.kids.gov/
• Internet Public Library Kidspace: Directory of World Governments and Geography – http://www.ipl.org/div/kidspace/browse/owd5000/
• Geography Classroom: Cultural studies around the world – http://www.ipl.org/div/kidspace/browse/owd5000/

Maps have been one of the most instrumental tools in human existence. Knowing how to get from here to there has always been important. Explorers charted their paths and opened up new territories by virtue of maps. And of course the pirates found their buried treasure chests with the help of a treasure map!

Taking the time to teach your child how to read a map when your child is ready will be giving them a start on an important life skill.

Preschool

Little children can be prepared for learning to read a map by becoming familiar with directional words used in daily conversation. Words and phrase such as above and below, to the right and to the left, farther and nearer, here and there, can help your child with the concept of location.

Looking up at the night sky and seeing the sky and moon will show them that some things are very far away. The relationship between the sun and the earth can be demonstrated by observing day and night and the weather.

Very young children do not have the capacity to understand the symbolic nature of a map, but they instinctively know the world is big and the sky is bigger. In time they will show interest in maps when others are using them.

Main points to address:

• Use directional words in everyday life.
• Let your child observe the stars, moon, and the movement of the sun.
• Young children think concretely and will have a hard time with the concept of a map as the representation of an area.

Grades K-3rd

Young school age children can start to read simple maps at about age 7 or 8. Because abstract thinking does not emerge until this age, it is rather difficult to convey the concept of representing real places on flat paper with diagrams and symbols.

One of the best ways to introduce map reading is to create a map of a familiar area together. You may want to map out your backyard, a small park or your child’s bedroom. Keeping things simple and not being fussy about lack of proportion and perspective is best.

Every map needs a key or legend. Creating symbols that look like objects in the area you are mapping will help your child make the conceptual leap. For example: the symbol for a swing set could be a small drawn swing set.

This is a good time to introduce the “compass rose” indicating the directions North, South, East and West. You can help them understand this by following the sun’s path from sunrise to sunset.

You may want to display your map as a reminder of the components in a physical map. This is a good time to introduce other simple maps, such as maps of a neighborhood, mall or school building.

Third graders have the skills to comprehend fancier maps, such as world maps, road maps and landform or physical maps. Political maps can also be introduced, but the idea of “countries” is still nebulous unless your family is well traveled. The idea of continents is fairly easy to comprehend with the aid of a globe.

You may encounter maps at parks and travel stops. Spend some time finding where you are and where you are going. Trace the route you will be taking. Your child will likely be fascinated.

Main points to address:

• Reading a map requires the ability to think abstractly, which occurs between ages 7 to 9.
• Introduce maps by making one of a familiar area with your child.
• Use simple symbols to make a key.
• Take some time to notice maps as you travel.

Grade 4-6th

Older school children generally love maps and are eager to use them. They can also understand the directions North East, North West, South East and South West.

When hiking, find a trail guide and plan your trip with it. While vacationing, trace the route you will take from one place to the next. If someone will be visiting, find the place on a map they will be coming from.

Kids this age can begin to understand a scale of miles or kilometers. This is also an abstract concept that will come gradually with use.

Floor plans are maps too. They give your child a chance to try designing a room, house or other structure. Many famous architects began creating plans at a young age! You can draw a grid or use graph paper. Show them how to use a unit to represent a specific distance, for example: one unit on the grid equals two feet. A ruler can help keep your lines straight.

Your child may want to create a map for a scavenger or treasure hunt. Hiding “treasure” and creating a map for friends and family to follow will make a memorable childhood experience.

Map reading is fun and something the whole family can learn to do. Start small and simple to avoid frustration. As the years pass this will become a skill your child will be proud they possess.

Main Points to Address:

• Plan your vacation or a hike with the aid of a map. Let your child help.
• Introduce a distance scale, but go slowly.
• Floor plans drawn on graph paper are fun to design.
• Your child may want to design a map for a treasure or scavenger hunt.
• Learning to read and use maps is a process. Use patience!

Resources:
Resources that can help you in your venture include:

• Owl and Mouse: Interactive, printable political maps – http://www.yourchildlearns.com/geography.htm
• World Atlas.com: Maps and geography -
  http://www.worldatlas.com/aatlas/world.htm
• DKTK: Pirates Treasure Map – http://www.dltk-kids.com/crafts/pirates/mmap.html

All kids love to help out in the kitchen. Being allowed to assist with the measuring, pouring and tasting is a rite of passage. Helping Mom or Dad prepare a meal or bake a batch of cookies makes a child feel very grownup!

Your kitchen will have most items necessary to teach your child to follow a recipe. Even very young children can help.

Preschool

Your toddler may not be able to read words or recognize numbers, but they can follow your directions with help. Show your child the number or fraction of an ingredient in a recipe. Then let them help you pour the ingredients in with your help. Half the fun is dumping it in the bowl!

You will need to crack eggs, grate cheese and slice most foods of course, but your little one can put them in the bowl and stir. Let them add the chocolate chips or raisins.

Setting the timer is a good way to teach the concept of elapsed time. Waiting teaches patience!

Clean the kitchen up while you are waiting for your dish to bake, chill or set. Your little one can help with that too. Enjoy your creation together.

As your child approaches age 4 or 5, they will be able to recognize some numbers and be able to match them with the lines on the measuring cup and choose the correct measuring spoons.

Main points to address:

• Your preschooler can help measure, pour and stir.
• Let your child help clean up.
• Older preschoolers can begin to recognize amounts.

Grades K-6th

Young school children may not be able to read the entire recipe, but they can start to recognize amounts and measure with some accuracy.

Start with a simple recipe, perhaps one with 4 or 5 ingredients. Soups, fruit salads, cookies and quick breads are good things to start with. Choose something together that your child likes to eat.

Having the right equipment will make everything easier. A good set of plastic measuring cups, stainless steel or plastic measuring spoons, wooden spoons, a wire whisk (be careful of hair), plastic mixing bowls a rolling pin and an apron for each of you are essential. You will also need a cookie sheet, loaf pans, cake pans and various sizes of sauce pans. Most kitchens have these supplies.

Read over the recipe together first. Gather your ingredients and your measuring tools, spoons and bowls. Prepare any pans or cookie sheets and set the temperature. Starting at the beginning, go step by step until you are done. Reread the recipe to make sure you haven’t forgotten the sugar or salt!

Children 6 to 7 will be able to perform more of the hands-on steps. Teach them the difference between a tablespoon and a teaspoon. Let them pour some of the ingredients and stir dry ingredients together.

Children 8 or 9 years old can begin to make simple dishes by themselves with your supervision. Because kids love to cook, they will be motivated to learn the fractional parts used in measuring.

Older children can start following recipes independently. If they need to bring a dish or treat to school or to a club activity, why not have them choose a recipe and prepare it?

If your child really enjoys preparing foods, help them to collect recipes of dishes they have made or want to make someday. Recipe or index cards can be stored in a box or pasted into a notebook. Your child may want to cut recipes from magazines that look appealing.

There are several good cookbooks on the market for young people. They include recipes that are especially kid-proof- easy to follow and fun to make. Your older child will like experimenting with variations and perhaps adding their own touch to decorating or presenting what they make.

Cooking is one of those life skills that can really impact our quality of life. In a very real sense, we are what we eat. If your child has a real flair for cooking, do what you can to support their talent and give them frequent opportunities to cook.

Main points to address:

• Start with simple recipes of foods your child enjoys.
• Read the recipe before beginning; gather all ingredients and supplies first.
• Older kids can make simple dishes themselves if you supervise.
• Your child may want to collect favorite recipes.
• Find a children’s cookbook for your young chef to experiment with.

Resources:
Resources that can help you in your venture include:

• Kid’s Cooking Activities (Wonderful!) – http://www.kids-cooking-activities.com/
• Recipe Ladies: Kids Cooking and Kid-proof recipes – http://www.recipeladies.com/kidscooking.html
• Spatulatta: Basic skills: Measuring for Kids – http://www.spatulatta.com/
• Kids a Cookin’: Recipes: Techniques and Terms -
  http://www.kidsacookin.ksu.edu/Welcome.aspx

Children love to get letters, too. Watch a young face light up when they’ve received a letter from Grandma! It is something very special and very personal.

Children can write letters as soon as they can write, even earlier if they dictate to Dad or Mom. Teaching your child to write a letter is handing them the power of the pen!

Preschool

Preschoolers love to see cards come in the mail. Although most are not able to write they still have much to say. Youngsters can draw a picture and dictate their message. Pictures can very effectively communicate thoughts and feelings.

Having your child send a Christmas or birthday card to a playmate or relative is a good reason to start “writing.” Sending a thank you note will teach your child to be gracious.

You may want to surprise your preschooler by sending a letter to him that comes by post. Having them experience the surprise and joy of receiving a letter will show them just how important it is to send a written letter.

Main points to address:

• Young children can “draw” a letter.
• Have your child dictate a letter to a loved one.
• Show them the joy a letter can bring.

Grades K-3rd

Young school aged children can begin to write friendly letters as soon as they can write. Using a letter they have received as a model, show them the form the letter follows. A friendly letter has these parts:

• The Heading- Address (optional) and date
• The Salutation or Greeting- Usually starting with Dear …,
• Body of the Letter- The message you want to send
• Closing- Generally: Sincerely, Your friend, Love or Very truly yours
• The Signature- Usually first name only

Following the form will give you a friendly letter! Slip it into an envelope and address the front. Always include a return address, just in case the letter needs to come back.

Children of this age love to put the letter in the mail box or slot themselves. Then begins the waiting! Mom was right when she said, “You’ve got to send a letter to get one.” Getting an answer back completes the circle and brings much excitement!

As children get a little older, say 8 or 9, they may want to find a pen pal. Pen pals can be found through schools, church and online. Be careful that your child’s pen pal is a safe person to write to.

Main points to address:

• The friendly letter has 5 parts.
• Children love getting an answer back.
• It is fun writing to a pen pal.

Grades 4-6th

Older children can easily follow a friendly letter form. They can pen their letter with little or no help. Go to the stationery store so your child can pick out stationery for different friends or occasions. Buy some pens and enough stamps to get started. You may want to pick up an address book at the same time. They will feel very grownup!

Sending thank you notes is good etiquette after a favor, kindness or gift has been given. Teaching your child to write a thank you is one of the social graces that we haven’t forsaken. It means a lot to the person who is being thanked. Having a box of blank notes so that the note can be personalized will give your child space to express their thanks.

Children this age also like to communicate with a pen pal. You may want to monitor letters received, just to make sure they are from a child that is approximately the same age and is relaying safe content.

Children this age seldom have need of sending a business letter. But if they need to, just add an inside address (of the person and company you are sending the letter to) after the return address (yours) and date and before the salutation.

Teaching your child how to write a letter will appeal to them as it seems a very grownup thing to do. E-mail? Letters are more fun to send and more fun to receive!

Main points to address:

• Older children will be able to follow the friendly letter form easily.
• They will love having their own stationery, pens, stamps and an address book!
• Sending thank you notes is good etiquette.

Resources
Resources that can help you in your venture include:

• Friendly Letters – http://library.thinkquest.org/J001156/forms%20of%20writing/cp_friendlyletter.htm
• Letter Forms: For all types of letters – http://www.letterwritingguide.com/
• Find a Pen Pal – http://parentingtweens.suite101.com/article.cfm/find_a_pen_pal

Good study and work habits need to be taught and practiced. Supporting your child while they are learning to be a good student will show them you care and let them know you believe in their ability to do well in school.

Preschool

Preparing preschoolers for school means continuing what you are probably doing- exposing them to literature, teaching them to listen and express themselves, and expecting them to do what is asked of them.

Building your young child’s self-esteem is important. Letting your child know they are loved and an important member of the family will help them feel secure in the world. Being positive and enthusiastic about school will cause them to eagerly anticipate their first day!

Children should have some experience with others their age and be able to cooperate, follow directions and share with others much of the time. Your child’s teacher will appreciate your supportive and involved style of parenting.

Main points to address:

• Help your child feel loved and valued.
• Be positive and enthusiastic about the prospect of school.
• Provide play times with other children to help your child develop early social skills.

Grades K-3rd

Your child’s first days at school may be overwhelming for both you and your child, but trust that you have prepared your son or daughter to step out into the world.

Stay in close communication with the teacher. Communicate using a notebook that travels in your child’s pack. If problems arise, deal with them promptly. Most school problems have solutions.

Listen to your child. Encourage and praise them for their successes in school. Value the work they do by really looking at the papers they bring home and asking them to tell you about them.

In the early years, children may or may not have homework. If your child has homework make sure they have a quiet and uncluttered place to work. Stay nearby to keep your youngster on track and be available for questions. It is okay to help with homework, but it is never okay to do the homework for your child. If you find your child is struggling with homework, the teacher needs to know.

Making sure your child gets enough rest is crucial to success in school. Children cannot focus on their lessons or cooperate with classmates if they are tired. Eating a good breakfast is also important.

Keeping a positive attitude about school means being careful to avoid saying anything negative about the teacher or school in front of your child. If problems arise, communicate them. You are your child’s advocate.

Continue reading to your child each night. Volunteer to help with school functions. Expect the best from your child. You will be conveying how you feel about school and learning.

Main points to address:

• Start off on the right foot by being enthusiastic.
• Set up a study/work area with supplies handy.
• Let your child know that quality work is expected and valued.

Grades 4-6th

Older elementary children have substantially more work and are more accountable for their performance. Homework assignments will be longer and given more regularly. Teaching your child that homework comes before other activities will motivate them to get it done as soon as they get home. Check for completeness and general understanding.

Encourage your child to go the extra mile with special projects. Help them to do research if they need it and provide needed materials. Don’t let them wait until the last minute. Teach your child to prioritize tasks and meet deadlines. Provide a daily planner as well as a family calendar centrally located.

Teach the importance of writing neatly. Teachers will not reward students for sloppy work. Praise their good work.

Have your child organize all papers, folders and textbooks before going to bed. This will eliminate morning craziness and allow your child to start the day right.

Teaching your child how to be a good student means teaching them how to think. Letting them know that just because something takes several steps to be completed does not mean it is “hard”! It’s work. Helping your child view schoolwork as their job will encourage their best efforts.

Some additional thoughts: Teach your child how to read directions. Show him how to highlight important facts and ideas in study materials. If your child has trouble reading, find expert help for him.
Allow time for study and rest before a test. Be upbeat and encouraging.

Most importantly teach them the value of learning by being a lifelong learner yourself. Read, write and try new things. Show them people never stop learning and that their school experience will provide the foundation for later learning.

Main points to address:

• Help your child organize school materials and manage their time.
• Teach them how to read and understand directions, highlighting important information.
• Encourage neatness and checking their work before handing it in.
• Be an example of lifelong learning.

Resources
Resources that can help you in your venture include:

• Helping Your Child Series – Helping your child learn http://www.ed.gov/parents/academic/help/hyc.html
• NEA: Learning activities for home – http://www.nea.org/parents/ppower.html
• Put Reading First: Helping your child learn to read – http://www.nifl.gov/partnershipforreading/publications/reading_first2.html
  

Teaching your child to use a ruler can be done as a matter of course around the home or out in nature. However, knowing the language of measuring can be a complicated thing, as types of measures, units and rulers, or rules, vary considerably around the globe.

Becoming proficient in basic life skills is important to children of all ages. Their developmental stage or readiness will dictate what and how you teach them. Having the simple tools you need handy will make learning to use a ruler fun and easy!

Preschool

Humans have a natural inclination to compare and contrast in measurable terms. Kids add words indicating size early on. “I want the big one! Eor “That’s too heavy for me.”

Children often use non-standard measures when first measuring. They might say, “It’s higher than I am. EIt’s as wide as two of my hands. EFirst units of measure were not much different. The term “foot Efor example came from the length of a ruler’s foot!

As awareness expands, older preschoolers will show interest in specific units of measure. When getting their checkup with the doctor, let them examine the lines on the ruler and see where the top of their head comes. This will demonstrate a standard measure of length that is personal to them. Hanging up a height chart at home and marking it every few months will delight your child as they “inch Eup!

Fitting your youngster for a costume? Let them hold the tape measure while you record their dimensions. Deciding if wrapping paper is long enough? Let them help. Is Dad putting tiles down in the kitchen? They can help!

Main points to address:

• Preschoolers use comparing words and non-standard measures.
• Let them assist when using a rule.

Grades K-3rd

Primary school children can begin to use standard measures around second grade. Supplying a flexible plastic or simple wooden 12 inch ruler, metric or English, whichever is used where you live, will get your youngster measuring all over the house!

Show your child how to line the zero up with the left hand edge of the object being measured. Go to the nearest inch at first, saying, “That’s about 5 inches! EThere is no need to be exact at first.

It’s fun to use the ruler to measure small toys, stones from the garden, even fingers and toes! After some practice, you can point out the smaller markings between the numbers. Measuring to the nearest half or quarter inch will naturally follow as objects of similar but not exact lengths are compared and measured.

There are several quality websites that may illustrate in an interactive format how to measure with a ruler. You may want to try one of these to reinforce what your child has already learned.

Children this age are also able to measure with a yard or meter stick, a carpenter’s tape, or dressmaker’s tape measure and should start to know equivalent measures, such as 1 meter is 100 centimeters.

Providing practice with a sewing, woodworking or other craft project would be timely. Planting a garden, building a tree house or putting up a bird feeder are all activities that will give your child practice using a rule.

Using a ruler is one of those skills essential to many human activities. Knowing how to use a ruler correctly can be a source of pride and self-confidence.

Main points to address:

• Use a simple wooden or flexible plastic ruler with clear markings.
• Make sure the zero is lined up with the left-hand edge of the object being measured.
• Start with nearest inch, then half-inch, then quarter inch. (Centimeters and millimeters are somewhat simpler. Start with nearest centimeter, then count millimeters.)
• Have your child use their new skill on a craft project.

Resources
Resources that can help you in your venture include:

• English and Metric Conversion – http://www.onlineconversion.com/faq_05.htm
• Measuring with a “foot E(your toddler’s) – http://www.parentsconnect.com/do/one_foot_in_front_of_the_other.jhtml?ccc=10494&psc=10027
• Brainpop: Measuring with inches and feet – http://www.brainpopjr.com/math/measurement/inchesandfeet/grownups.weml

But where to start? This article will consider several kinds of reference and research materials that are useful for teaching your child to research information. A natural progression from one information source to the next will probably follow your child’s development and growing curiosity about the world around them.

Preschool

Even very young children are not always satisfied with Mom or Dad’s explanations to their questions of “Why? How? Who What? and Where? EWhen your youngster asks questions, you have a ready made “teachable moment E Going to a children’s picture dictionary to look up a dragonfly or a tornado might help you provide backup for your own explanations. Show them the words are in ABC order!

As children begin to understand that our world has many interesting places and people, a children’s atlas can be useful. Looking in the index first will show your preschooler there is a quick way to find where China is! Exploring the pictures and limited text will give them an idea of what kind of information can be found in an atlas.

Older preschoolers can also use the Internet to find out how marbles are made and what boa constrictors like to eat. The idea of keywords can be taught by saying, “Now, what do we want to know? ESorting out useful versus less useful or useless websites can be fun and teach them that some sources of information are more helpful than others.

Main points to address:

• Early research will be generated by your child’s natural curiosity.
• Keep a children’s picture dictionary and child’s atlas handy.
• Use the Internet with your youngster for select searches.

Grades K-3rd

Children of early elementary age have many questions. Learning to effectively research will lay the foundation for fancier research later.

Children should be taught in school or at home how to begin to use the dictionary independently. This will not be fully accomplished until about age 9 or 10. Knowing that items are alphabetized, that there are guide words, and what each entry offers will take repeated use. Switching to an intermediate dictionary from a children’s dictionary can then be done.

Atlases provide lots of inspiration and fuel a child’s need to know about their world. Combining use of an atlas with the Internet is a good way to introduce the idea of multiple sources. Your child will delight in seeing the Iditarod dogs getting ready for the race (live) while learning about the climate in Alaska!

Again, knowledge of how to use the table of contents, index, glossary, keywords, and guide words will become more sophisticated with practice.

An important note: Make sure your child never uses the Internet without your direct, or a teacher’s direct supervision. Needless to say, the good is mixed with the useless, the questionable and the downright bad on the Internet. They will also learn more about researching information with your guidance.

The library can be a great place to learn to research. The simple task of finding a favorite author or looking up how to care for a hamster will develop important research skills.

Main points to address:

• Children can begin to use the dictionary independently.
• Combine use of an atlas with the Internet.
• Always supervise your child’s use of the Internet.
• Going to the library can help develop research skills.

Grades 4-6th

Upper elementary children will have multiple opportunities to research information in school. Researching “real Ethings- like environmental conservation, the world’s record in soccer goals or how to design a skyscraper delight children of this age.

Many schools are forsaking traditional research that employs original documents, books, periodicals and encyclopedias. But they remain important resources and should be used during these years to write reports, do badge work in scouts or just for personal knowledge.

Encyclopedias give concise and fairly complete information on many places, people, historical events, and creatures. Combined with a second source, such as the internet, they can provide the basis for more research.

Being able to back up findings with a second or third source is very important and appeals to this aged child. They love to “prove Ethings!

Again, use of the Internet still needs to be supervised and you may want to consider using some sort of parent filter to protect your child.

Helping your child to sort out essential information and organize their findings in a logical fashion is part of teaching them how to research. Create a Word file to record information or use index cards to do this, especially if they need to present their research.

Older elementary kids should be adept at using a dictionary by now and can begin using a thesaurus when writing.

The progression from following up on a preschoolers curiosity about the world to helping your 6th grader write a report for geography is indeed a natural one. Researching with your child can help them gain valuable skills and give both of you a time to interact and learn with each other.

Main points to address:

• Older kids love to research “real Ethings.
• Children still need to be able to use an encyclopedia, periodicals and books for information.
• Help your child organize their findings with index cards or a Word file.
• Keep a dictionary and thesaurus handy.
• Continue to monitor Internet use.

Resources
Resources that can help you in your venture include:

• Awesome links to information/reference sites – http://www.refdesk.com/educate.html
• Teaching Children to Use the Internet (Links) – http://surfaquarium.com/newsletter/internet.htm
• Helping Your Child Use the Library – http://www.libraryinstruction.com/child.html
• Teaching kids to organize their research: provides outlines and graphic organizers – http://www.libraryinstruction.com/child.html