The magazine for parents
CHiLD ISSUE 68, May 2020
ONLINE EDUCATION COVID-19 CHALLENGES POWER OF STORYTELLING DEALING WITH ANXIETY HOME FITNESS PLUS: health advice, baking tips and useful websites
STAY SAFE
CHiLD ISSUE 68 may 23, 2020
PHOTO: mark zammiT
Adapting to the ‘new normal’
Contents Features 4 Education: Online teaching and learning 8
Interview: mothers have their say
16 Health: Children and COViD-19 18 Technology: Online resources 20 Parenting: The delicate perinatal period 22 Leisure: Behind the scenes of my Storytime 26 Psychology: Dealing with child anxiety 30 Recipes: 10-year-old shares baking tips 32 Fitness: Home exercises
Regulars 34 Shop window: The best of goods and services
Correspondence to the editor may be sent to: The Executive Editor, Child magazine, Times of Malta, Triq l-intornjatur, mrieħel, Bkr 3000, or send an e-mail to stephanie.fsadni@timesofmalta.com
Executive Editor Stephanie Fsadni Publisher allied Newspapers Limited Printing Progress Press Limited Production allied Newspapers Limited Contributors Charlene aquilina, Leonard Busuttil, Claudia Calleja, Sandy Calleja Portelli, Emma Camilleri, rosienne C. Farrugia, robert Portelli. Design krista Bugeja Advertising Sales amanda Gauci (tel: 2276 4332; e-mail: amanda.gauci@timesofmalta.com).
All rights reserved. © 2020 Reproduction in whole or in part without written permission of the publishers is prohibited.
Since the last edition of Child was published, COViD-19 has turned our lives upside down. Who would have ever expected that schools could ever shut down right in the middle of a scholastic year, that employers would urge us to work remotely, or that we would need to spend most of our time at home? Who would have thought that for everyone’s best interest, we would have to keep children away from friends, schoolmates, teachers and their grandparents? and in a culture which loves company, who would have imagined we would need to maintain ‘social distancing’? What we are calling the ‘new normal’ takes some getting used to and many are still finding it hard to adapt. This might become even harder as the months pass by and summer kicks in.... Where’s the light at the end of the tunnel, we might ask. an interview with some mothers, however, reveals that children seem to have adapted more to the situation than adults and, despite the difficulties of balancing work and personal life, families are appreciating the extra quality time together. Children are using their energy in more creative ways while trying to keep up with their studies online. Helping parents and children in no small way are, in fact, the educators who have had to adapt quickly to online teaching. This surely wasn’t a piece of cake for most of them but despite various glitches, their efforts are bearing fruit. Preliminary findings of research currently being carried out highlight the many challenges teachers are facing in these unprecedented times and the benefits being reaped. also helping teachers and parents alike are the many online resources available at the click of a button – from educational to arts and crafts to entertainment sites. Some have sprouted voluntarily during this pandemic, such as the Facebook page my Storytime, in which a group of story-loving women daily read out stories for children of all age groups. This edition of Child also looks into the support parents might need in the perinatal period, considered to be a very delicate period, how to tackle child anxiety and features an award-winning novel on the virus by a maltese author. it also includes recommendations on how to minimise the risk of infection among children and gives some ideas on how we can keep the children active despite being confined to our homes. This is definitely not an easy time for us but we must persevere and stay strong for the benefit of our loved ones and ourselves. remember, there is always light at the end of the tunnel. Stay safe. CHiLD maY 2020 3
EDUCATION
The changing roles of teachers and parents Academics and parents Rosienne C. Farrugia and Leonard Busuttil are currently researching online teaching during the coronavirus pandemic. Their aim is provide some information and insights that would help parents better understand and navigate through the current extraordinary cirumstances. Here they present some of their preliminary findings. chools as we know them have been closed for over eight weeks in Malta and in many other countries around the globe. Teaching and learning has shifted to online modes so the use of digital technologies has become an indispensable tool for the education of a whole generation of children and teens. While the benefits of slowing down our lives and spending more time with our families are indisputable for those whose homes are welcoming, nurturing spaces, many parents wonder, sometimes even worry, about the impact of social distancing and isolation on their children’s education. We are currently researching online teaching in the times of COVID-19. Being also parents, apart from academics, we have looked at some preliminary findings from the analysis of over 400 questionnaires completed by educators teaching in Maltese kindergarten, primary and secondary schools across the three sectors (state, church and independent) to provide some information and insights with the aim of helping parents understand and navigate through the current extraordinary cirumstances. The changing roles of teachers and parents in children’s education is evident. While a major concern for teacher respondents is to ensure
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“Children’s well-being is seen to be the overarching concern for both teachers and families” access for all learners through a variety of online approaches that range from real-time online sessions to the provision of detailed instructions and resources that parents could ideally easily follow, they are also aware that working parents are having to juggle between their own work commitments and family needs as well as helping
their own children with school work and homework. Not every family has access to more than one laptop or suitable device and connectivity issues are also a factor that respondents mention. Many teachers are parents themselves who are going through very similar challenges and, thus, they are able to empathise with the difficulties faced in most households. Online teaching is identified as one positive element in terms of its validity to help families set a daily routine in an otherwise fluid, at times, chaotic day. Using asynchronous approaches, where a variety of materials and
EDUCATION
resources such as presentations with voice-over recordings and recorded lessons are uploaded to accommodate family schedules, seems to be a good alternative to real-time online sessions. The aim is to facilitate the participation of more learners at their own time frame and pace. For parents of young children in kindergarten and primary school, this can help ease the pressure of having to sit with their children during a scheduled slot while meeting their own work deadlines. Having said this, different approaches and types of interactions can have different effects on the kind of learning that takes place. The teacher-student relationship is a motivating factor in student learning and engagement. Although not all teachers feel confident, competent or comfortable with using real-time faceto-face sessions, those who do seem to believe that having online face-to-face interactions on a regular basis helps strengthen the bond they had already created prior to the physical closure of the schools. It also provides a medium for connecting with others and socialising for children during the pandemic, when the only interaction is with members of their immediate family.
“Some children are falling through the net or disappearing from the school radar” This leads to a focus on children’s well-being, which is seen to be the overarching concern for both teachers and families. Whereas participation and access to online learning are at the top of the list of priorities for teacher respondents who also mention parents’ concerns regarding their children’s educational progress and attainment, understandably enough, there is also a certain degree of apprehension on the impact of the
COVID-19 situation on children’s overall development, including their physical health and socio-emotional well-being. Educators comment on the lack of human contact, the impersonal ways of interacting from behind a screen without being able to read learners’ emotions through non-verbal gestures due to the switching off of cameras, the disruptive behaviour that sometimes occurs, their frustration with the absence of emotional support for children who need it most, and the repercussions on the quality of learning and the experiences lived when there is little or no social interaction among learners. They also mention the fact that some children are falling through the net or disappearing from the school radar, despite numerous efforts from themselves or the school management team to contact these families. According to the respondents, success of the online system is highly dependent on good communication between the school and the home, availability and willingness from both sides to take up the challenge of
educating this generation together with a shared understanding that these are unprecedented times and thus call for flexibility, empathy, mutual respect and collaboration. Similarly, teacher respondents highlight concerns expressed by parents about the number of hours spent learning online or doing their schoolwork and homework, sitting down in front of a screen without being able to see or interact with their peers due to privacy issues, the loss of routine and boundaries, the short attention span and lack of focus, and the refusal of some children to cooperate and participate in both real-time sessions as well as other modes of online learning. On a positive note, the shift to online teaching has ensured a form of continuity of experience between the home and the school, strengthened relationships between educators and families where, according to some educators, teacher effort and fast adaptation to new learning systems are being rewarded with trust, appreciation, parental involvement and student engagement. CHiLD MAY 2020 5
EDUCATION
Good relationships between schools and families have a direct impact on learners’ overall well-being as a sense of community is developed. Children and teens feel a sense of belonging when their parents show trust in committed and dedicated teachers and, as a result, are often more willing to actively participate in the teaching and learning processes. Keeping in mind that the above is only a glimpse into the richness of the data collected through the participation of a considerable number of Maltese educators and that further research involving different stakeholders is currently in progress, many more insights are still to emerge and be discovered. These aim to provide a deeper understanding of the impact of online teaching on the learning, development and well-being of our young generations. In the meantime, parents are encouraged to first and foremost understand that this is a transition period for both adults and children and that the latter are experiencing their own frustrations and difficulties with coping with a more restricted and isolated kind of life. Family health and well-being remain a priority, which implies a need to strike a balance between work, play and rest for themselves and their family members. 6 CHiLD MAY 2020
Developing a routine and supporting children to develop independent skills and take ownership of their learning while also taking an active role in family matters and duties are recommended by teachers of students of all ages. Moreover, being flexible and understanding when things do not go according to plan can alleviate stress and anxiety for both adults and children.
Keeping regular contact with teachers and sharing a concern or asking for help or advice when needed is often more productive and beneficial than worrying or just venting out a concern elsewhere. Praising children’s efforts and sharing their work by uploading it for teachers to view, assess and, at times, share with their peers when possible are also important. Finally, accepting that this situation is unique in terms of what most of us have experienced so far in our lifetime and understanding that it calls for unparalleled efforts from everyone involved, including parents, children and educators, will ultimately facilitate smoother transitions as we seek to work collaboratively, support each other and provide the best possible environments for our children to grow, flourish and even thrive, having lived and developed resilience to cope and survive in these extraordinary times. Dr Farrugia is a lecturer at the Department of Early Childhood and Primary Education, while Dr Busuttil is a lecturer at the Department of Technology and Entrepreneurship Education, Faculty of Education, University of Malta.
INTERVIEW
‘Children inspire us to be stronger’ The past few months have been quite challenging for mothers with young children, especially since many have had to continue working while schools are closed because of the pandemic. Child spoke to some mothers to learn how they are coping, how they manage to keep their children occupied and entertained, and their overall experience so far. onna Buttigieg has two young boys, Jack and Ilai, who are 12 and six years old respectively. She is a child carer at a nursery and, for the time being, she is keeping in touch with her little students – all under two years of age – through online videos. Donna is trying to keep some structure in her children’s daily routine, which is helped by the fact that they have virtual lessons almost every day, but admits that their sleeping schedule has changed a bit since they are watching movies every other night. However, her main challenge is to keep her children focused on the tasks at hand. Ilai has ADHD and gets easily distracted and bored. Sometimes he gives up too soon when doing tasks or activities he does not grasp immediately. Yet, the fact that he has online reading and play therapy sessions helps. “They The age gap between the two siblings is a bit Donna with her kids Jack and somehow of an issue when it comes to finding suitable Ilai during a school project. adapted more. activities for the two of them, says the mother, but “we somehow manage to find things they It doesn’t mean both enjoy,” she adds. “Jack loves to help me cook. We are both that it's easier And there is surely never a dull moment at allergic to milk, so we look for recipes together on them” her home as Donna is constantly coming up with and find a way to make them suitable for us. Ilai ingenious and fun ideas for her kids. helps us too, but he prefers to be our food taster,” she says with a smile. Jack is also very creative and loves to draw. For example, come Easter, he painted on his home’s windows and doors with poster paints, just as he would do at Christmas time. He also loves editing gaming logos and intros and creating houses and mansions on Minecraft. On the other hand, Ilai is fascinated by all kinds of animals, and according to his mum, he knows everything about them and dinosaurs. “He says he is a zoologist,” she quips. He loves to sing and it seems he is into acting too… “Ilai fills the house with his entertaining moments,” Donna says. “He also loves stories and, therefore, his bedtime story is a must.”
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INTERVIEW
Now that the brothers have more free time, they are engaging in new hobbies. “Last summer, they had a clay lesson and they loved it, so now we started using quick dry clay instead of home-made play dough. Whatever they create with this clay, we let it dry and we can keep it,” the mother explains. The family also likes to find tutorials to reuse stuff they have at home instead of recycling them. Donna gives some examples: “We made a garage for Ilai's toy cars with a shoe box, glue and empty toilet paper rolls. We created a bird feeder and hung it in the garden for the birds to eat and drink. “Jack and Ilai planted seeds we collected from the food we ate. They just experiment and see what the outcome is. As long as they try and love what they do, I am happy. “Ilai and I created a colour sorter for his massive colour box. We just used an empty cereal box and empty toilet rolls and used plastic cups and a glue gun. He loved sorting his colours... but left the pencil sharpening to me!” Donna believes that keeping positive is key in these circumstances. “It’s quite a challenge for most adults to adapt to this situation and we can understand the severity of it all. But the children inspire us to be stronger. They somehow adapted more. It doesn’t mean that it’s easier on them. “Jack had football almost four times a week apart from other social activities. Children of all ages need to socialise. It’s our environment that makes us grow and discover who we are. But the positive thing is that this pandemic put into perspective what really matters most.” CHiLD MAY 2020 9
INTERVIEW Paediatrician Marthese Galea forms part of a remote COVID-19 team who assist and treat children with the virus. Balancing work and personal life was quite challenging for her, especially considering she has three young kids: Gianluca, 9, and twins Julia and Kristina, 7. Thankfully, the children started online lessons soon after schools closed their gates and have been pretty busy since day one. “The situation “They started virtual lessons and homework the next day school stopped. They have also we are living at kept the same timetable,” Marthese says. the moment has In their free time, the kids like to build brought our family Lego, exploring the countryside and much closer seaside, and collecting shells, fishing and together” discovering new places. Among their favourite pastimes are painting and crafts, swimming, cooking and, of course, playing on the tablet. They have more time to practise most of these hobbies now and have learnt to ride the bicycle too. Among the most creative things they have been doing lately is painting with a string and acrylics. Despite all the challenges at home and work, Marthese is keeping positive and appreciates the extra time the family is spending together. “Although the pandemic is a very serious issue that affects us all, the situation we are living at the moment has Marthese with her children brought our family much closer together, sharing more Gianluca, Julia and Kristina. memorable moments and enjoying ourselves together.”
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INTERVIEW
Fiona Fiore, a senior lecturer at MCAST, kept working from home since the pandemic hit Malta. Her youngest daughter, Giorgia, is six years old and while one would think that keeping her occupied would prove to be difficult, Fiona says it isn’t as the girl is usually “inundated with schoolwork”. Giorgia does not have online lessons but receives schoolwork, PowerPoint presentations, homework and online books to read, which keep her busy most of the day. But when she has some free time, she immediately switches to things she likes. These include taking care of her pets, drawing, painting, playing the piano, cooking and spending time with her older siblings Gillian and Andrew. Giorgia has lately started playing with dolls and doll houses again and engaging in role play. “I hadn’t seen her doing this for a long time, because she’s usually too busy with schoolwork and then it’s off to extracurricular activities!,” Fiona says. The young girl has also become more techsavvy in the past months, as she has learnt to use the computer more efficiently and now knows how to accede programmes, print her own work and type quite fluently, which her mother is very proud of. What Fiona is finding strange is that Giorgia rarely speaks of her friends nowadays − and she’s usually talking about them all the time. The girl is also saying that she doesn’t want to go back to school – when she usually loves school! “When I asked her why, she said that she loves being home with us all the time!”
“She loves being home with us all the time”
Giorgia baking with her older sister Gillian.
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INTERVIEW For mother-of-two Ruth Spiteri Longhurst, life has been quite challenging during these past couple of months. As company secretary of a local financial services group of companies, she continued working on a full-time basis. She is working remotely from home on some days but has to be at the office for the rest of the week. “The main challenge is that both my husband and I work long hours and we cannot spend as much quality time as we wish with the girls,” says Ruth, referring to her daughters Julia, 15, and Krista, 10. “The days got increasingly long for the girls because they lost their sense of routine and structure. Moreover, they sorely miss not seeing their grandparents and other family members, friends, classmates and teachers.” She admits that she did not manage to structure their daily routine as much as she would have liked to. “The girls are waking up late, especially when they do not have early online lessons. The ‘working mother’ in me enjoys the quiet time to catch up on my work. Yet, at the same time, I hate seeing them waste precious time in long hours of sleep or playing online games or chatting with their friends,” she laments. The girls, particularly the eldest, Julia, were at first reluctant to follow online classes. “We cannot underestimate the fact that they were not prepared at all for this new way of doing lessons. Both of them vividly remember that fateful March 12, when the school headmistress explained to them that schools would be closing for one week due to the COVID-19 situation. While still in a bewildered state of mind after the headmistress’s speech, they hardly had 15 minutes to pack up their school books, files and copybooks and say goodbye to their friends and teachers,” Ruth notes. “But now, they enjoy their online lessons and are finding that online lessons, though not quite the same as lessons in a classroom environment, have their advantages too − at least they can see and listen to their teacher and benefit from two-way communication. Moreover, seeing my husband and I regularly participating in Zoom or Skpye meetings from home helped them to accept online learning more easily.”
Sisters Julia and Krista
As regards their free time, Julia − like most teenagers − enjoys chatting with her large circle of friends and classmates, watching TV series and listening to music. She also loves baking and regularly makes pizza, chocolate chip cookies and delicious Nutella cakes. On the other hand, Krista spends hours on end painting and drawing and doing creative stuff. “Over the past weeks, she has improved her art skills and prides herself in being ‘self-taught’,” Ruth says. She also does 15 minutes of physical activity every day and looks forward to her weekly online ballet lessons on Zoom. The young girl also derives great pleasure from doing the science experiments her science teacher gives her on a weekly basis. Among the most creative things she did lately was a rocket car using cardboard, bottle caps, skewers, a balloon and straws. Despite the limited time together, Ruth admits that they somehow managed to bond together more as a family since the start of the pandemic. This has been partially thanks to board games, which the family is playing on a regular basis. “We try to play a board game, the four of us together at least three times a week. We find this time together as a family to be great fun and very stimulating, especially for the girls,” the mother notes. All in all, Ruth believes her children are coping relatively well with this ‘new normality’. “Of course, my elder daughter Julia misses dreadfully not being able to go out with her friends. The days stretched on to weeks and then to months and she is still unsure whether she will be able to enjoy summer with a degree of normality. Since in the next scholastic year she will be in Form 5, Julia is understandably concerned about her Matsecs,” she remarks. “We find this “Krista, being younger and more easy-going, has adjusted surprisingly well to this new life. But she time together too misses the laughter and activities with school as a family to be friends; and is even sad about missing her benchgreat fun and very mark exams! However, they both fully understand the stimulating” importance of social distancing and staying safe and obeying the rules.”
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BOOKS
Starting a conversation on COVID-19 Child takes a look at a local children’s book about the coronavirus pandemic which has been chosen as a global tool for school psychologists. local children’s book that explains the COVID-19 global pandemic has been chosen by the International School Psychology Association (ISPA) to join a list of resources used by professional psychologists in schools around the world. The Mighty Creatures Lost Their Crown was penned by educational psychology practitioner Doriette Grech to help parents start a conversation with their little ones about the current local and global situation regarding the COVID-19 pandemic. The story introduces the munchkins in Munchkin world, who wake up to an invasion of very tiny, but very mighty, creatures. It goes on to explain what the munchkins must do to beat the Author ‘mighty creatures’, which are Doriette Grech depicted by an image of the coronavirus capsules, in turn promoting washing hands and social distancing as means of countering the virus.
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“We have all felt the effects of the COVID-19 pandemic in some way but young children’s lives have been turned upside down by school closures and having to remain isolated from their friends and extended family,” explains the author.
“The story about taking on these ‘mighty creatures’ and winning will hopefully instil a sense of control in children amid the chaos of COVID-19 and, above all, give them hope that everything will be alright.” The story has been published on the ISPA website alongside others from across the globe, in a list of resources collated by trainers and school psychologists from various countries and in different languages. Grech’s book is the only successful entry from Malta. A non-governmental organisation officially affiliated to UNESCO, the ISPA is committed to improving healthy development and quality of life for children everywhere and promotes high standards for the provision of educating school and educational psychologists. The Mighty Creatures Lost Their Crown may be read online at http://www.flipsnack.com/dgrech/themighty-creatures-lost-their-crown.html. The complete list of COVID-19 resources for school psychologists may be found online at www.ispaweb.org/ resources/school-psychology-trainers/. CHiLD MAY 2020 13
PROMO
EUROPEAN COMMISSION PRODUCT SAFETY AWARD FOR BABYLINO reek baby diapers Babylino Sensitive recently received the Product Safety Award from the European Commission. In a special award ceremony in Brussels, the Commissioner responsible for Justice, Consumers and Gender Equality, Top Product Safety Věra Jourová, awarded those Award by the European companies that always try to offer Commission for Babylino something more in order to Sensitive protect the consumers, while placing children’s safety at the centre of their activities. Babylino’s key pillars of safety are: • Careful selection of raw materials, which fulfil the strictest criteria of absorbency and exceptional skin friendliness; • Investment in extremely advanced quality assurance systems; • Advanced automated cameras (inspection cameras), which control thoroughly every piece separately in comparison with the model and the strict standards set by the Quality Control department; • Investments in state-of-the-art machinery; • Strict tests in internationally acknowledged dermatological institutions.
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Thanks to the high priority of MEGA Disposables to proven product safety criteria, Babylino Sensitive diapers were the first diapers in Europe to be Oeko-Tex certified for the absence of more than 200 harmful substances. Babylino baby diapers come in skin contact daily from the first moments of an infant’s life. That is a huge responsibility for the company and maximum product safety has thus been a non-negotiable promise from day one of its operations. It is committed to always provide the utmost safety to the most rightfully demanding consumer: the mother. Through the Product Safety Award, the European Commission wishes to inspire other companies to develop this kind of practice, increasing the level of consumers’ protection for the whole of the EU. This award also aims to increase consumers’ awareness on their right to demand only safe products. The first edition of the award was open to companies from the member states of the EU, as well as Iceland, Lichtenstein and Norway. Entries received from 16 countries were assessed by a high-level jury comprising experts from government and consumer organisations. The award-winning companies were in total four medium-sized companies and four large firms from Austria, Denmark, Finland, Germany, Greece, Italy and the Netherlands. More information on the EU Product Safety Award can be found at https://ec.europa.eu/product-safety-award. WWW.PEMIX.COM.MT
Competition Pemix Distributors Limited is giving readers the chance to win €50 worth of Babylino Sensitive products by answering the following question:
What does Babylino Sensitive diapers` Dry Matrix Technology consist of? Answers, including your name, surname, telephone number and e-mail address, are to be sent to Amanda Gauci on amanda.gauci@timesofmalta.com, until the end of June. The winner will be announced in the next issue of Child. The winner of the last issue is Roberta Bugeja. Terms and conditions: The voucher is valid for six months and has to be redeemed at once. It can be redeemed on Babylino Sensitive products only (whole available range). Products are subject to availability and will be given at consumer prices.
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HEALTH
‘Remain vigilant against the virus’ COVID-19 has brought a lot of distress to parents but the number of positive cases among children in Malta has so far been relatively low. This, however, does not mean that parents may lower their guard, paediatrician Joseph Mizzi warns Child. ince the coronavirus pandemic reached Maltese shores, 17* children under 14 years of age have tested positive to the virus, representing 3.4 per cent of the total number of COVID-19 cases in Malta. All children recovered uneventfully. This may sound like good news to parents who are seemingly very anxious about this novel “It is a infection. relief that As the statistics children, if they get suggest, when compared to adults, infected at all, children may be less generally do likely to get the infection. well” “COVID-19 in infants and children is generally a mild illness. Some infected children do not even have any symptoms and the mortality from coronavirus infection in children is extremely low,” paediatrician Joseph Mizzi notes. “Parents yet worry about their children’s health, especially if they have to be admitted to hospital. However, it is a relief that children, if they get infected at all, generally do well,” he says, adding that if a child needs admission, a parent can accompany the child during his stay in hospital. Abroad, COVID-19 has recently been linked to Kawasaki disease, an acute febrile illness of unknown origins which primarily affects children under five
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Social distancing remains an important preventive measure against the spread of COVID-19. PHOTO: FIONA FIORE
HEALTH years of age. Clinical signs include fever, rash, swelling of the hands and feet, irritation and redness of the whites of eyes, swollen lymph glands in the neck and irritation and inflammation of the mouth, lips and throat. It is potentially a serious disease because it can affect the coronary arteries but the treatment is simple and usually effective. Dr Mizzi reassures that even though we have a handful of such cases in Malta every year, Kawasaki disease has not been associated with COVID-19 in Malta. All this positive news, however, does not mean that parents may lower their guard when it comes to taking preventive measures against the virus. “Parents should ensure that their children continue to practise all the preventive measures to protect themselves and to reduce transmission to others, especially to their grandparents,” he points out. Two fundamental preventive measures are hand hygiene and social distancing. Dr Mizzi stresses that when nurseries and schools reopen, it is imperative that sick children are kept at home even if they have mild symptoms. Currently, it is mandatory Parents should make sure that the mask is the right size for their children and they should also teach them how to use it correctly. PHOTO: MARTHESE GALEA for everyone, except “It is children under three important for years of age, to wear masks in shops and Now that summer is The novel coronavirus has brought a parents not to when using public around the corner, radical and probably stressful change postpone their child’s parents might also be transport. The paediato our lifestyle. However, Dr Mizzi trician adds that tempted to take their believes this period has also given us immunisation parents should make children to the beach. an opportunity to make new choices programme” sure that the mask is the “We need to follow the and start afresh. right size for their children advice given by the health “I admit that home-schooling is and they should also teach authorities as new measures challenging, but then, we also have a them how to use it correctly. and regulations may be issued in golden opportunity to spend more “The mask should cover the nose, the coming months,” Dr Mizzi quality time with our children. It’s a mouth and chin. One should wash his recommends, adding that as in other good time to teach kids how to cook hands before putting it on and when circumstances, use of hand sanitiser and other practical skills, how to taking it off and avoid touching the and maintaining social distance would regulate screen time and how to mask while wearing it,” he says. be necessary at the beach. organise their timetable. But children Dr Mizzi also advises parents not to He also emphasises that, despite any depend on their parents to coach and take their children shopping − where current concerns, it is important for encourage them,” he says. they may come in close contact with parents not to postpone their child’s “I hope that when this saga is all other people – as far as possible. immunisation programme. over, and our children grow up, they will “It is better to take the children for a “We must continue to protect our remember that the coronavirus pandemic walk in the countryside to get some children from other serious diseases. was a wonderful experience.” fresh air and to give them an opportuAlso, if your child falls ill, do not hesitate nity to run and play,” he suggests. to take them to their doctor,” he says. *Figure as at May 11 CHiLD MAY 2020 17
TECHNOLOGY
25 really useful webs With the help of Professor Google, Sandy Calleja Portelli has created a shortlist of online resources which parents might find particularly useful while schools are closed. ith schools closed and remote schooling being the new normal, many parents have been caught off guard and feel overwhelmed as they juggle working from home with seemingly never-ending requests for meals, snacks between meals and snacks between snacks, and helping children with schoolwork. This is very different from homework help because now you might be teaching the material yourself and, although teachers are doing their best to provide resources and explanations, this is not always enough and children might ask for more explanations or might need more practice to learn a new skill. And parents everywhere are trying to fill the gap. But let us be honest, there are some aspects of the curriculum which can stump many a parent, driving them to the office of Professor Google to look up bits of longforgotten information. Then, having refreshed their memory they must explain it and perhaps provide extra worksheets which, especially for parents with more than one child, can take up huge chunks of precious time. Frustration mounts, tempers fray, tears may flow, work piles up all round and by the end of the day, everybody is tired, hassled and stressed. If this sounds like something that is happening in your home, do not be hard on yourself or your children. This scenario, or others similar to it, is so common that organisations and individuals everywhere have come to parents’ rescue, providing a wide range of online services and resources to help ease the difficulties of this strange way of schooling. Some are innovative enough that you might find young students enjoying themselves in the bargain.
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LOCAL EDUCATIONAL RESOURCES The Directorate for Learning and Assessment Programmes at the Ministry for Education and Employment offers digital resources for students at https://curriculum.gov.mt/en/digital_ resources/Pages/_default.aspx. Teleskola (https://teleskola.mt/) offers resources tailored to the local curriculum. Learning resources are organised by school year and parents can look for specific lessons. 18 CHiLD MAY 2020
Eskills Malta Foundation (https://eskills.org.mt/en/Pages /Free-Online-Education.aspx) offers a treasure trove of learning resources categorised by school year. This site also offers links for adult learning. Esplora’s website (https://esplora.org.mt/) and Facebook page offer live science shows, DIY experiments and much more.
FOREIGN EDUCATIONAL RESOURCES These sites offer a wealth of information and resources but may not necessarily be a perfect match for the local curriculum. Also, be aware of the possible differences in spellings and vocabulary due to the use of American English. BBC Bitesize (www.bbc.co.uk/bitesize) offers lessons, explanatory videos and other learning resources for students from kinder to post-secondary. New lessons are added every week day, so this site is worth checking regularly.
“Organisations and individuals everywhere have come to parents’ rescue”
Open Culture (www.openculture.com/free_k-12_educational_ resources) offers 200 free learning resources for students in compulsory education. Education.com (https://support.education.com/) offers resources, guided lessons and educational games for children from kinder to the American 5th Grade, although some resources will be helpful for children a year or two older than that. Although some resources are accessible by setting up a free account, others are only available to paid members. Royal Shakespeare Company (www.rsc.org.uk/education/ about-rsc-education/home-learning-with-the-rsc/homework-help) is offering homework help for students studying Shakespeare. Students can submit their question by e-mail and have it answered by an artist connected to the company.
TECHNOLOGY
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ARTS AND CRAFTS As every parent who has ever been asked for toilet rolls halfway on the way to school knows, school is not just about lessons, it is also about arts and crafts. If you are stuck for crafty ideas, check out these websites, all brimming with suggestions and inspiration. Easy Peasy and Fun (https://www.easypeasyandfun.com/ crafts-for-kids/) The Artful Parent (https://artfulparent.com/kids-arts-craftsactivities-500-fun-artful-things-kids/ Parents.com (www.parents.com/fun/arts-crafts/) Arty Crafty Kids (www.artycraftykids.com/arts-and-craftsfor-kids/) Twinkl.com (www.twinkl.com.mt/resources/ks2-subjects/ks2art/ks2-art-crafts)
ENTERTAINMENT Everybody needs time to relax and have fun, and these resources will keep the family entertained for hours: Merlin Publishers’ podcast Xpatapumm! is proving very popular and is available on Spotify. Merlin Publishers have also waived their copyright on a number of audiobooks which can be downloaded and enjoyed. Check out the first Jake Cassar book at https://app.box.com/s/hkycaaak8khrfddsb5s4ah2n6drkr4dh. Lignin Stories offers a number of stories at www.ligninstories.com.
Popular authors Popular children’s authors have waived copyright on their work and are offering various activities on their websites: Oliver Jeffers (www.facebook.com/oliverjeffersart) David Walliams (www.facebook.com/WorldOfDavidWalliams) Mo Willems (www.kennedy-center.org/education/mo-willems/) Harry Potter at Home (www.wizardingworld.com/chapters.) If you have a Harry Potter fan in your household, actors are reading a chapter each from Harry Potter and the Philosopher’s Stone.
Storytelling Check out these Facebook pages offering storytelling for children: Storytime with Teacher Gina (https://www.facebook.com/ Storytime-with-Teacher-Gina-106674671045016/) My Storytime (www.facebook.com/MyStorytimeMalta) Storytime for Children (https://www.facebook.com/groups/ 254779538884132/)
Shows To enjoy shows online, visit any of these websites: ŻiguŻajg (www.ziguzajg.org) The Show Must Go On (www.youtube.com/channel/ UCdmPjhKMaXNNeCr1FjuMvag) releaseas a musical by Andrew Lloyd Webber every Friday. Each show is available to watch for 48 hours.
PARENTING
BUILDING A SECURE ATTACHMENT WITH YOUR INFANT DURING COVID-19 Local statistics suggest that one in four women suffers from mental health issues during the perinatal period. However, the coronavirus pandemic might have exacerbated the problem. Clinical psychologist and family therapist Charlene Aquilina highlights the importance of attachment and support for parents and their babies, especially during these challenging times. espite the world coming to a pause with COVID-19, the circle of life continues and more people are becoming parents. Even though becoming a parent is depicted as one of the most beautiful periods in one’s life, this might not always be the case due to multiple issues, including mental health. Local statistics suggest that one in four women suffers from mental health problems during the perinatal period. The perinatal period, that is the phase from conception to the infant’s first year of life, has always been a delicate period; this time frame might, however, now be deemed to be even more sensitive given the challenging COVID-19 context. Mental health issues, such as depression and anxiety, impact the whole family system, including the infant. Thus, supporting the parents to facilitate a secure attachment environment for their infant is crucial.
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Perinatal mental health and infant well-being Transitioning to parenthood may be an incredibly challenging and vulnerable journey. Being encouraged to follow social distancing protocols may limit the parents’ support system and may thus make this journey a more difficult one. Consequently, mental health risks may rise. 20 CHiLD MAY 2020
The way parents feel impacts the infant’s well-being.
It is important to be aware of the symptoms of perinatal depression and anxiety in order to reach out for the needed support. These include changes in sleep and eating patterns, difficulty in paying attention, losing interest in things that used to bring you happiness before, constantly feeling tired, increasingly worried, sad, stressed out as well as nurturing thoughts of harming oneself or the baby.
It is fundamental that partners adopt an empathic and compassionate stance when one of them is facing any mental health issue. Keep in mind that mothers or fathers may already be overwhelmed and engaging in self-blaming; thus, highlighting that this is not their fault and that you are there for them no matter what may be of immense support for their mental health and, ultimately, for the infant’s well-being.
PARENTING Remember that the way parents feel impacts the infant’s well-being. Thus, parents should encourage each other and seek therapeutic support should they feel overwhelmed. Online therapeutic support is now also widely available.
And maintain hope: this challenging time will pass too; reflect on all the hardships you survived. You are strong and capable of surviving this challenging time as well. Hold on to your priorities and your new baby.
for more self-care. Additionally, remind yourself that “as parents we cannot be perfect, we can only be good enough” (Donald Winnicott).
Facilitating a secure attachment with your infant
Cuddle your baby as much as possible. This includes skin-to-skin time where parents and infant may continue to increase their bond. Infants may feel calmer when hearing their parents’ heartbeat and warmth of their skin. Touch conveys a “Mental lot of information health issues, to your child: they such as depression are able to sense and anxiety, impact whether you are the whole family feeling calm or stressed. Touch system, including can be used as a the infant” gentle and reassuring technique to support the infant in being calmer. Holding the baby is also linked with an increased secretion of oxytocin, which is the love hormone. This may have many Practise self-care therapeutic benefits. Self-care as parents is vital as infants Sing and talk to your baby: you are are not born with the ability to selfthe most important people in your regulate their emotions. infant’s life. It may be self-soothing for When either parent is unable to the infant to listen to a song or phrase contain his/her emotions, the task of you regularly present to him/her. soothing their infant becomes even Be mindful of your non-verbal commore daunting. Research suggests that munication, including facial expression, infants’ temperament and the parents’ body posture, tone of voice and eye ability to contain as well as soothen contact. Even if eyecontact is limited in them play a big role in infants’ wellthe early phases of life, parents are being. When infants have a bad encouraged to establish eye contact temperament, meaning they are not with their infant while talking to them. easily soothed, calm and consistent Our mental health affects our nonparenting will help them calm down verbal communication; hence, infants and their view of self and relationships can immediately pick up when either will develop more positively. This will parent is feeling unwell. Therefore, enable them to develop a secure seeking support and engaging in attachment through which they can calming activities will help both parents curiously explore the world and learn. and infant. On the other hand, infants who have a As preacher Charles R. Swindoll difficult temperament and whose says: “Each day of our lives we make parents are stressed out may have deposits into the memory banks of problems as regards their well-being and our children”, so let us support attachment patterns. each other to increase our strengths It is crucial that both parents take and positively invest in our future care of their emotional well-being and while being grateful for our present give each other the necessary space moments. Touch conveys a lot of information to your child: they are able to sense whether you are feeling calm or stressed.
Protect your mental health It is important to practise self-compassion. Feeling stressed and overwhelmed is expected with the many changes you are going through physically, emotionally and socially. Do not ignore or suppress any emotions; allow yourself to feel your emotions and to speak about them with someone you trust. Expressing emotions in a healthy way will help parents to be more emotionally present for our infants. Also engage in healthy sleeping patterns and eating habits as much as possible and spend a bit of time outside (practising social distancing): the sun and vitamin D can help to brighten up your mood. Set limits on news and social media intake: talk with your partner and set a time during the day when you check the latest reports on COVID-19. Work on a gratitude list: even if we are living in challenging circumstances, we can always try to find something to feel grateful for. Being aware of our positive feelings may help us to feel stronger to contain ourselves in difficult times.
CHiLD MAY 2020 21
LEISuRE
IT’S STORYTIME! We all love a good story and children are especially fascinated by them. That is why many are tuning in daily to live reading sessions on the Facebook page My Storytime, which was founded by a group of women after the COVID-19 pandemic hit Malta. Marija Schranz, one of the co-founders, tells Child all about this initiative. Pia Zammit
22 CHiLD MAY 2020
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hen actress Pia Zammit created a post on a Facebook group for parents enquiring into whether reading stories for children could be helpful during the pandemic, little did she expect the barrage of positive feedback she was about to receive. With the encouragement and support of some fellow storylovers and friends, Pia’s idea quickly evolved into the Facebook page My Storytime. It was an instant success and in a matter of weeks, it garnered about 4,500 followers. “We certainly didn’t expect the page to skyrocket as quickly as it did,” says Marija Schranz, one of the group of women who enthusiastically joined Pia in this voluntary venture. “That was a very welcome surprise which we were thrilled by. We must also confess to being somewhat anxious since we had so many followers before our first video had even gone out – so people didn’t even yet know what to expect!” Since that first video aired on March 23, the five founders of the project, which also include Coryse Borg, Rachel Ellul Mercer and Lou Ghirlando, have been reading stories to children for an hour every day.
LEISuRE They target different age groups with all kinds of stories, from classic fairy tales to works by internationally-renowned writers and local authors. Occasionally, they recite some poetry as well. Being stuck indoors, the choice of readings is mostly a case of what the women have available at home. “Three of us are parents, so we can dip into our kids’ own collections of books,” Marija admits. “As to the other two, we’re all avid readers and they themselves use books and literature for their respective professions – actor/teacher and drama therapist. So we’re luckily relatively well-stocked. “We’ve also had some authors reaching out and asking if we’d read their book and we’re happy to oblige when the book is suitable for our readers and medium.” Marija describes the feedback they’ve received since their launch as being nothing short of “amazing” and adds that people have been asking about their reading sessions from as far off as Pakistan! “Parents love it because it gives their kids something of value to look forward to daily but the adults enjoy it too. And it’s also a chance for caregivers to take a little break, if they wish. There’s always audience participation whenever we ask a question in our readings and if viewers have missed an episode of a serialised book, you can be sure they’ll ask us to repeat it before the next episode airs,” she enthuses. The readings do not remain online due to copyright laws, unless the group receives express permission to leave the recordings online from the publishers or they are public domain, such as traditional fairy tales. “However, we do plan to repeat the sessions in the future,” she says.
Coryse Borg
Lou Ghirlando
According to Marija, popular authors such as Roald Dahl, Julia Donaldson and Lewis Carroll always score big, but adds that the Maltese books they’ve read so far have all generated a positive response. “We all feel that we would like to contribute to keeping the Maltese language present even through our readings,” she points out. “Nowadays, thankfully, there is some truly wonderful literature available in Maltese for children of all ages, whether originally written in Maltese or translated into the “Parents love language. The publications are also so wonderfully illustrated and colourful, it because it gives they are truly a joy to read.” their kids something The group feels very lucky to be backed by three of the major Maltese of value to look publishers – Merlin Publishers, Klabb forward to daily Kotba Maltin and Faraxa Publishing. “We are very grateful that they saw but the adults the validity of this project and we enjoy it too” encourage our viewers to support local publishers, especially at this particularly challenging juncture,” Marija notes. Storytelling has long been considered an important tool for a child’s development but it takes on special significance during times of crisis such as the current pandemic. “Storytelling is crucial at this point in time. It gives children, especially, a means to travel with their imagination beyond the four walls they are stuck in. More so, through metaphor and analogy, it gives them a way to indirectly explore their own feelings at a time which must be so confusing for them,” Marija says. CHiLD MAY 2020 23
LEISuRE “We have, in fact, even chosen books with this in mind, such as Clare Azzopardi’s Il-Qtates ta’ max-Xatt, which deals with caring, absence and grief in a gentle and touching manner, or In My Heart by Jo Witeck, which encourages children to imagine all the different ways a heart can feel, or again I Wonder by Annaka Harris, which talks about the big questions many children ask, some of which have no true answer.” The many comments the group receives during and after the readings indicate that people care about these stories and that they are indeed a powerful way of connecting to each other. This encourages the group to carry on with their project despite all the background work and planning that goes into it. “We are trying to give back to our community in our own small way, with friends along for the ride,” Marija says humbly. She urges whoever hasn’t tuned in to the My Storytime readings “Discovering yet to do so in the coming days. “It’s simply connecting to new books is such Facebook, Mondays to Fria delight and we days, from 5pm to 6pm every day. There are readings for all hope that by reading ages, even the older ones. them aloud to you, we Discovering new books is such a delight and we hope can bring them to SUGGESTED READINGS that by reading them aloud to life even more” The women behind My Storytime give a you, we can bring them to life shortlist of suggested titles for children of even more!” all ages. Rachel Ellul Mercer
Youngest age group • Nursery rhymes like Twinkle Twinkle and Baa Baa Black Sheep • The Very Busy Spider by Eric Carle • Ġurnata ma’ Gallett by Lina Rousseau and Robert Chiasson; translation by Terence Portelli • Handa’s Surprise by Eileen Brown • Say Goodnight to the Sleepy Animals by Ian Whybrow and Ed Eaves Middle age group • The Dinosaur Who Couldn’t Sleep by Michael Salmon • Brandella il-Ballottra by Brenda Prato • Il-Qtates ta’ max-Xatt by Clare Azzopardi • The Golden Bird by the Brothers Grimm • The Boy Who Cried Wolf, by Aesop Older age group • Matilda by Roald Dahl • Alice’s Adventures in Wonderland by Lewis Carroll • The Little Prince by Antoine de Saint-Exupery • Il-Lukanda ta’ Martina by Antoinette Borg • Winnie the Pooh by A. A. Milne
24 CHiLD MAY 2020
Reaching out to children suffering abuse
hildren are the delight of our society; they are the hope of our future. When we think about childhood, our minds often picture lovely images of play and games, adorned with glorious smiles of little ones who appear so fond of the activity they are engaged in. But in a world of niceties and joy, there also exists a totally different reality; a different world in which some children suffer and are victims of maltreatment. In Malta, the idea that children should receive the care of their parents is deeply embedded in our culture. It is most unfortunate, however, that there are instances where children do not receive adequate care. The state has thus established a directorate to make sure that children suffering from abuse are lifted out of that miserable situation and moved to a better and secure environment. The Directorate for Child Protection is an independent entity, nested under the Foundation for Social Welfare
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Services, which is tasked with investigating reports of child abuse and maltreatment. Through a multidisciplinary strategy, the Child Protection Service (or, as is colloquially known, the CPS) begins with evaluating every report received through a complex web of assessments that culminate in a focused definition of what the sources of the abusive contexts are. It is this information that permits the professionals to design a tailored intervention plan that aims at removing problems and helping families to
move into a more positive set of habits and behaviours. The primary aim of the CPS is to support families, however, the child is always the primary, and most important, target. Most unfortunately, there are times where families fail to reach the stipulated goals and this inevitably leads professionals to take any action necessary to protect the children. Â Anyone who wishes to contact the Child Protection Services to help a child in need may call on 2149 2348 or the support line 179. This is a paid advert
PSYCHOLOGY
A STORY FOR CHILDREN WHO PANIC Psychologist Carly Aquilina has written a book aimed at supporting children who suffer from anxiety and to help their parents deal with panic attacks. She tells Claudia Calleja about the book and sheds light on what causes panic attacks and how they can be managed.
26 CHiLD MAY 2020
PSYCHOLOGY
ealing with anxiety is difficult for anyone, let alone for children who are still making sense of the world and learning how to handle their emotions and behaviour. Carly Aquilina, a psychologist who specialises in child anxiety, felt there was not enough awareness on the subject. So the mother of two decided to write a children’s book that focuses on the topic of panic attacks and how to understand and manage them. “Children are very visual, so I felt that this book would help my clients if they come for support for panic attacks or related conditions. I also wanted to contribute to resources in child mental health,” Dr Aquilina, who is the director of the Psychology & CBT Clinic, says. Titled Helping Tim with Trembles: A Psychologist’s Story for Kids who Panic, the book recommends ways to help children with panic, based on cognitive behaviour therapy. With colourful illustrations by Moira Scicluna Zahra, the publication tells the story of Tim, an eightyear-old kind and confident boy who suddenly starts to see a “crooked and shaky” creature called Trembles. Trembles starts making Tim feel worried and afraid. When Tim opens up to his mother, she confesses that, when she was a little girl, she too used to see Trembles. She tells Tim that Trembles's real name is Panic and he jumps into the bodies of children, like Tim, and makes them feel bad. She helps Tim understand and accept Trembles. With his mother’s help, Tim starts having calm thoughts and uses other methods to remain calm until, one day, he no longer minds that Trembles is around him. Tim does not get rid of Trembles for good and this is important, explains Dr Aquilina. “We all experience anxiety at times. It can be helpful – can you imagine what would happen if children didn’t experience anxiety when near a busy intersection or next to a hot oven? Our aim should not be to help children ‘get over’ anxiety completely. However, when anxiety either causes a high level of distress or interferes with day-to-day functioning, it should be addressed,” she says.
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DEALING WITH ANXIETY What causes a child to panic? ‘Panic’ is a word used frequently in daily life. Generally, it means experiencing brief racing thoughts and bodily symptoms, such as an upset stomach or shakiness when something happens, like receiving a low grade on a test or oversleeping, ignoring an alarm and being late. However, these appease quickly and do not interfere with normal functioning. The Diagnostic and Statistical Manual of Mental Disorders requires a minimum of four symptoms of clinical panic, also referred to as panic attacks. These include accelerated heart rate, sweating, chest pain, light-headedness and fears that one is going crazy. One or more panic attacks must be experienced, followed by at least one month of fear of another panic attack. Panic attacks are generally abrupt and involve intense levels of fear. What are the main causes? There is rarely one clear ‘cause’ for panic. Usually, particular factors increase the likelihood of a child experiencing panic – a child who experiences bad grades, whose parents are separating and who also has “When anxiety an anxious temperament either causes a high and low levels of level of distress or resilience, for example, interferes with may perhaps have been day-to-day functioning, triggered to panic cliniit should be cally about his or her addressed” exams. However, without the other predisposing factors, may not have experienced panic. It is also of note that all other types of clinical anxiety could emerge in the same manner. How will a parent know when their child’s anxiety is clinical? Dr Aquilina recommends that parents seek an informal consultation with a psychologist or
CHiLD MAY 2020 27
PSYCHOLOGY
qualified and warranted mental health professional if they are concerned about their child. Generally, parents know if their child is behaving differently. Changes in functioning such as avoidance, frequent distressing bodily sensations or over-thinking are factors that may alert parents to seek support.
Tim is a sweet boy who is SJXIR GSR¿HIRX ER H OMR H However,, so metimes he feels [SVVMI H ER H EJVE EM H 7II [LEX happens when he beg ins to meet Trem mbles, a creature, [LS QEOIW LMQ JIIP IZIR QSVI [SVVMI H XLER IZIV 8MQ WXE EVXW XS XLMRO QER] [SVV ]MRK XLS YKLXW ER H EZS M H TEVXMGYPEV TPEGIW ,S[ [ MPP LI GS TI# Dr Carly Aquilina is a 4W]GLSPSK MWX WTIGMEPMWI H MR GLMPH ER\MIX] -R XLMW FS SO WLI VIGS Q QIR HW [E]W XS LIPT GLMPHVIR [ MXL TERMG MR XLI JSV Q of a narrative that can be e IRNS]I H F] FSXL TEVIRXW ER H GLMPHVIR 8LI WYKKIWXMSRW EVI FEWI H SR GSKRMXMZI FILEZMS YV thera apy techniques, which have consistentl t y been shown to be KS S H EX QEREK MRK ER\MIX]
Can parents cause anxiety? Parents who have high levels of anxiety are more likely to experience unhelpful thinking styles, such as catastrophic thinking. They are also more likely to behave in set ways when compared with less anxious parents. There is a strong tendency to avoid set situations when anxiety is high. This increases the chances of a child becoming anxious due to both nature (genes) as well as observing parents and behaving similarly (nurture). Other associated factors include personality traits such as perfectionism or high levels of criticism in parents as well as the stress levels they are going through. However, anxiety is highly treatable with the correct therapy and symptoms can reduce for both children and their parents. It is important to note that parents are not to blame – they have also learnt set patterns from their own environment and need to consider their self-care, particularly during times of stress.
Helping TTim with Trem mbles A Psychologist’s Story for Kids Who Panic
Dr Carly Aquilina ina Illustrated by Moira Scicluna luna Zahra
Tim’s mum explained that Trembles’ real name was Panic and he could jump into the bodies of children, like Tim, and make them feel bad.
“Tim, don’t forget that sometimes it is good to see Trembles. You need to worry a little if you are going to cross the road or if you have an exam,” his mum explained.
She told him that all those nasty feelings in his body and thoughts in his mind felt really bad and like they lasted forever. But, in reality, they usually only lasted a few minutes.
“Seeing Trembles sometimes is OK. He can let you know that a HMJ¿GYPX XLMRK MW GSQMRK YT ERH ]SY GER XLMRO EFSYX ]SYV RI\X QSZI Just don’t run away as it makes things worse,” his mum told him.
“You see Tim, every time Trembles comes along, it is an opportunity for you to become better with your thoughts and feelings. It’s not something you need to worry about,” his mum said.
short-term and long-term treatment for many anxiety disorders. If parents are involved in the CBT sessions, they can learn about the interventions and help their children manage their anxiety. What should a parent do to help the child? With CBT, the main aim is to try to challenge “Parents Parents are essential in assisting their one’s thinking, relax, focus on the present are essential in children resolve their anxiety. There is a lot and accept it (mindfulness) and try to assisting their of research on parenting styles and how reduce avoidance. they can help resolve childhood anxiety. Parents also need to consider whether children resolve Dr Aquilina is trained in the Australian they require their own support in order to their anxiety” programme ‘Tuning in to Kids’ and uses this help their child. Dr Aquilina has found CBT, frequently when offering interventions for coupled with parent-work, to be excellent at anxiety and panic as it helps parents become tackling such difficulties. If parents require their aware of how to best talk to their children about own mental health support, she would refer them to their anxiety. another psychologist. The UK National Institute for Clinical Excellence guidelines provide recommendations for the care of people with mental health conditions based on the best Helping Tim with Trembles: A Psychologist’s Story available evidence. This means that psychological for Kids who Panic is currently available on Kindle and therapies are only recommended if there is strong Amazon. For more information, e-mail contact@ research support from a number of studies. Cognitive psychologycbtclinic.com or visit the Facebook page behaviour therapy (CBT) is recommended as the best The Psychology and CBT Clinic Malta.
28 CHiLD MAY 2020
Transferrable skills through STEM Dr Jeffrey Pullicino Orlando he world around us is changing faster than ever before. Opportunities abound – if we are prepared to make the most of them. We can only be as good at doing so as the skills we have. But which skills are they, and how can we ensure we stay relevant? At Esplora, children − and adults alike − are immersed in an interactive learning environment where scenarios or situations are used to discover relatable knowledge and master skills, competences or techniques. Our tailormade outputs are child-led through exploration, imagination, thinking and creation. They foster an appreciation for active citizenship, personal growth, industrial progress and change. In other words, the primary focus is on transferrable skills. We decided to use an evidence-based approach to be effective. In this regard, we have worked on bringing 21st century skills to life through the creation of brand mascots. Research is limited when it comes to understanding how brand mascots and cartoon media characters influence children’s cognitive processes. However, studies suggest that cartoon media character branding can positively increase and influence children’s cognitive functions. While creating the mascots, we wanted to follow the Sustainable Development Goals: use an evidencebased approach, be current, relevant and contemporary and, at the same time, respect our cultural heritage. We felt that the mascots should encourage children to explore, think, imagine and appreciate:
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• the variety of living organisms around us; • the concept of gender and stereotypes; • respect for all; and • respect for Malta’s cultural heritage, including the Maltese language. I am pleased to introduce Esplora’s five mascots: Ġulina a.k.a. Geena: a name reflecting this character’s playfulness as the youngest member of the group. Ġulina/Geena’s name is derived from the word ‘engineering’ and her passion is building all sorts of things. Her long legs and arms help her to reach difficult heights while building impressive structures. She loves to recycle materials to create something new; creativity is key with Ġulina. Kilin a.k.a. Big-P: his Maltese name is the nickname of renowned writer Mikiel Spiteri, so it is a nod to Maltese culture. His nickname, Big-P, reflects his size and colour. Big-P loves tiny creatures such as bugs and small plants which may appear odd due to his large stature but he is very kind and gentle. This goes to show that we shouldn’t judge a book by its cover and appreciate everything and everyone. Indri a.k.a. Newt: starting and ending with an open vowel, this name has an open sound. This echoes the character’s openmindedness. Indri’s nickname is derived from Isaac Newton’s surname, a scientist with a great sense of curiosity about the world, and the newt. Newts are small but very strong amphibians. They tend to be victorious
over much larger predators due to their energy and determination. Newt’s colour is also green which is the shade in the pH scale for something ‘newtral’ in Maltese or neutral. Ċensina a.k.a. Techna: a name evoking the character’s nurturing quality as she uses inquiry-based learning to gently facilitate the journey towards knowledge of her friends. Her nickname comes from the word ‘technology’ while her body shape seems like a combination of the letters T and A. Techna loves to explore the virtual world and is a big fan of AI. Manwel a.k.a Curio: a straight-forward name for a straight-forward character who questions everything – even the answers he gets! The nickname is derived from the word curiosity as Manwel is always seeking to explore new things in order to gain new knowledge, skills and competences. Curio is very big on the periodic table and has always been fascinated by the symbols of the elements. The use of such mascots and edutainment activities at Esplora help in shaping our present and future citizens towards being more self-fulfilled, active and more employable citizens. A person’s ultimate success in their career depends on knowledge, qualifications and, finally, on managerial talents and transferrable skills, such as the ability to understand team dynamics and make wise decisions regarding time and resources. As the Chinese proverb goes, learning is truly a treasure which follows its owner everywhere. Dr Pullicino Orlando is Executive Chairman of the Malta Council for Science and Technology. This is a paid advert
RECIPES PHOTO: MATTHEW MIRABELLI
Baking for a good cause Ten-year-old Emma Camilleri has turned her passion for baking into a business, with all profits going to the Puttinu Cares Foundation. When the pandemic broke out, she stopped taking orders for a while but kept honing her recipes and sharpening her baking skills and is now ready to deliver more amazing cakes to her clients. Here she shares one of her favourite cookie recipes. 30 CHiLD MAY 2020
RECIPES Unicorn cookies Ingredients For the cookie dough 340g unsalted softened butter 300g white sugar 3 tbsp softened cream cheese 1 large egg 2 large egg yolks 1 tsp vanilla extract ½ tsp almond extract 1 tsp salt 420g flour Some extra flour for dusting ½ tsp baking powder 2 tsp cream of tartar For decorating Royal icing powder Water Food colouring Decorations, such as sprinkles and flowers
Sift the salt, the flour, the baking powder and the cream of tartar. Mix well with the rest of the batter and work into a dough.
Wrap the dough in cling film and place in a refrigerator to chill for two hours. When ready, dust a surface with some flour and start spreading out the dough using a rolling pin. Cut out the shapes of the unicorns.
Method Cream the sugar, the unsalted butter and the cream cheese together for five minutes.
PHOTOS: SABRINA CAMILLERI
Add the egg, the egg yolks, the vanilla extract and the almond extract to the mixture. Mix well until all is well combined.
Place them on a tray covered with baking paper and place it in the refrigerator for 20 minutes. Pre-heat the oven to a temperature of 180°C. Bake for 15 minutes or until golden. Let the cookies cool before you start decorating them. In a bowl, mix the royal icing powder with the right amount of water; this depends on the consistency required. Pour the royal icing mixture in different bowls, depending on the number of colours which will be used for decorating. Pour into a piping bag. First outline the cookies and let the outlines dry. Then, flood inside the outlines to cover the cookies. When the flooding starts to dry, pipe in any details such as the eyes, the horn and the nose. Add any other decorations such as flowers and sprinkles before the flooding icing dries completely. Let the cookies stand for a while until they dry completely.
Emma’s tips for baking cookies • Always use softened butter for the batter. Take it out of the refrigerator at least one hour before using it. • Make sure you sift the sugar and the flour. • When mixing the batter with an electric mixer, use a medium speed. A fast speed may lead to the separation of fat. • Before using an electric mixer, always gently fold in the flour to prevent making a mess. • Always dust the surface on which you will spread the dough with flour. However, do not use too much flour because the cookies may become dry. • Before baking cookies, place the cut-outs in the fridge to prevent the cookies from losing their shape. • Take the cookies out of the oven when they are golden and still feel soft. Otherwise, they will be overbaked and will turn out to be hard. • Do not decorate the cookies when they are still hot; let them cool down. • When using different colours of royal icing for decorating, wrap the different colours in cling film. Then place the coloured cling film in the proper piping bag. In this way, you save on having to buy more than one nozzle as well as you save on plastic. • The right consistency for the royal icing is crucial for decorating the cookies neatly. When using the flooding technique, use a consistency which settles 10 seconds after pouring. For outlining, use a consistency which takes between 15 and 19 seconds to settle. • When decorating cookies, place them on a rack to allow for dripping. Follow Emma and place your orders on her Facebook page Emma’s Homemade Treats.
CHiLD MAY 2020 31
FITness
Robert Portelli, head of programmes at SportMalta, discusses the importance of physical activity during home confinement for both children and their parents. e are born to move. With sport and outdoor activities suspended and children confined indoors, it is neither healthy nor easy to force the kids to stay put. Children are used to burn their energy through a hectic daily routine involving school, private lessons, recreational and extra curricular activities. Unless such energy is channelled to good use, parents can be subject to extra stress that can be easily avoided with some planning. 32 CHiLD MAY 2020
The home environment can be restrictive and some activities are simply out of the question, however, hundreds of fun and energy-burning activities can be presented to the children. The World Health Organisation recommends that children and youth aged five to 17 should accumulate at least 60 minutes of moderate-to-vigorous-intensity physical activity daily. This should include aerobic and muscle strengthening exercises for at least three times every week. Although 60 minutes at one go might look like an
eternity, these minutes can be split into shorter bouts, allowing parents to present a variety of exercises during different times of the day. It is worth pointing out that 60 minutes a day is the recommended minimum and that more activity leads to better health benefits. Also, sitting down for long stretches of time should be avoided. A balanced routine involving eating, exercising and resting, including sleep and afternoon naps, will help children have the right energy levels when they
FITness
are expected to exercise. Ideally, children should be intrinsically motivated to move and do exercise, however, if they need a little push, it is crucial that they have a say in choosing the type of activities they are expected to do. Discuss with your child the best time to schedule exercise and allow ideas to flow as these will provide you with valuable tips about the type of activities that are most likely to be successful. Designate an area in your house as your own personal home gym. This can be a small area, a specific room, a garage or the yard/garden where all the exercise-related equipment is placed. Get creative with what can be used as sports and fitness equipment. Use filled water bottles as dumbbells, make your own pull-up bar, use ropes as obstacles and a chair instead of a triceps machine (obviously as long they are safe). The idea of having a designated area helps children to switch on and get engaged once they enter that zone. The internet is inundated with ideas that can be used directly or adapted to the home environment. Most Pe teachers provide interactive Pe lessons for children to follow and some lessons can be repeated once the live session ends. As part of the #BeActiveAtHome campaign, sportMalta posts daily videos on YouTube with sessions of different sports and activities aimed at children and adults. Although admittedly it is easier said than done, screen time should be restricted to a minimum, especially since children are now following online classes. If they are hooked on playing video games, choose games that require them to move. Other options include having the children sitting on a swiss ball during online classes and asking them to carry out chores that
“Discuss with your child the best time to schedule exercise and allow ideas to flow” require them to be physically active. This will help them reach, and possibly exceed, the recommended daily minutes of physical activity. Younger children should be presented with fun games such as relay races that incorporate travelling, balancing, rolling, jumping and throwing. The combination of such challenging races are endless, changing from running to hopping to shuffling, carrying different objects, going over, under and round all sort of obstacles. Dancing is also fun and children can create dances from scratch or mirror an adult, a sibling or a pro on a screen. Let them choose the music and why not sing along?
Children aged eight and older can be given more challenging fitness tasks involving body weight and aerobic exertion such as push-ups, squats, rope skipping and running on the spot where they can exercise all parts of the body in a small space and with little or no equipment. All of the above require the involvement of parents or guardians to some degree or another. For most children, the best part of exercising at home is the involvement of their parents. showing reluctance to get off the sofa does not help to entice your child to be physically active. Although older children might give the impression that they detest such involvement, playing and exercising together might present a unique opportunity to bond. Be prepared to join the fun and create long-lasting positive memories with your child! #BeActiveAtHome. Check out SportMalta’s YouTube channel for daily #BeActiveAtHome videos. CHiLD MAY 2020 33
PRODUCTS & SERVICES
SHOP WINDOW New Aptamil Pronutra Advance Aptamil Pronutra Advance is based on research that has been conducted for many years with breast milk. A unique process resulted in Aptamil Pronutra Advance, containing human milk oligosaccharides (HMOs), which are structurally identical to those of breast milk. Breast milk is known to contain a lot of fibre, GOS/FOS, as well as 3’-GL, which are also now found in the new patented formula. For trade enquires, contact Pemix Distributors Ltd − www.pemix.com.mt.
Babylino unisex pants New Babylino Sensitive Pants are now more elastic than ever before, offering your baby great body fit and complete freedom of movement. The new ‘all around elastic’ technology, thanks to the 360˚ elasticity around the hips and all around the waist, embraces the baby’s body securely, following the body movements. Babylino pants make diaper change easier and encourage potty training without having to keep the baby stable in a supine position. Thanks to the unique Babylino Sensitive innovation, they combine excellent absorbency along with certified skin friendliness! For trade enquires, contact Pemix Distributors Ltd − www.pemix.com.mt.
Protecting children’s rights The directorate for the Child Protection Services is a newlyestablished entity, nested under the Foundation for Social Welfare Services, that is tasked with investigating reports of child abuse and to take any necessary action to ensure the protection of minors. Through a highly-specialised forensic system, this multi-disciplinary team engages children and their families to determine the web of difficulties that appear to hinder the wellbeing of minors. Such assessment equips the workers into developing a bespoke intervention plan that centres around the best interest of the child, that has the primary auspice of removing dangers and reinstituting serenity in the life of the child. Contrary to public belief, the Child Protection Services, more commonly known as CPS, are no “child snatchers”; this service has a helpful character and upholds the value of keeping families together, whenever possible, close to its heart. It is, however, true, that this service is authorised, by virtue of the new law, to work closely with the judiciary in executing new orders, established by law, that are there to elevate the rights and protection of the child.