to read the full article. - ParentEdge

May-June 2012 • vol 1 - Issue 6 • `100/-

Why

Children Must

Read!

p 06

Back to School Checklist p22

Ellen Winner On Gifted Children p 75 Say Yes To Yoga p96

In this Issue Career in Event Management P26 | Social networksdo they teach you social skills? P34 Choosing the Right College P62 | Children’s Libraries P82 | mango mania P85 | Children and Music P86

Say It Like It Is

Write to us at [email protected]

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find ParentEdge very comprehensive and well addressed. Kudos to your efforts. Jaishri Ramakrishnan, Consultant Psychologist & Specialist in children with special needs, Chennai

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After reading any “Parent Edge” issue.. the wait for the next one seems endless! And this time, as a mother of a 16 yr old who’s pursuing Psychology, my happiness was multiplied by a million to see “Cross Roads” which gave crisp information on the subject beautifully. I also loved “Different Strokes”, as one of my art students is autistic. Her mother always reads Parent Edge at my place and says “ it’s the best parenting magazine she’s come across”. Way to go, Parent Edge...wish you all the luck and success! Mukta Ajaykumar, Noida

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Editorial

Panel Of Experts

“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.”

- Albert Einstein.

Yes dear Readers, Even in a world dominated by technology, reading has its place - the benefits of reading to children have been reiterated through numerous research studies. And so, at ParentEdge, we decided to focus upon this topic “Why Children Must Read” in our Cover Story. You could use an idea or two from the feature and encourage your child to spend this summer in the company of books. In case you are wondering where you to find the right books, check out Infocache where we have carefully compiled a list of good children’s libraries in your city. Also go over our recommended list of books to read, age-wise, in Bookworm. Again, if you are wondering how to keep your young ones engaged this summer, check out Building Blocks where we talk about Learning through Playing — or try out some mango recipes from our Scrumptious feature. We also realize that, while you and your kids make the most of the break, it is also time to start thinking about going back to school. And so we have put together a helpful back to school checklist in Tips, Tricks and To-Do Lists. Our newly introduced feature Pursuits and Passions focuses on Music this time - do browse through this feature to get useful suggestions on how to get your child started on her musical journey. For the highschoolers and their parents, Cross Roads spotlights careers in Event Management. For those amongst you with aspirations to send your children abroad, Education Across the Seas gives you the low-down on Choosing the Right College. When we talk about teens, can a discussion on social networking be far behind? In Xchange, teens and their parents debate on the pros and cons of social networking. Check it out for some very interesting perspectives! Eminent psychologists Howard Gardner and his wife Ellen Winner toured India recently. ParentEdge is proud to carry an exclusive feature on our interactions with Prof Winner, a specialist in Gifted Children, in Different Strokes. The more we progress, the more we feel the urge to go back to our roots. And so we bring you the Benefits of Yoga in Apple a Day. So, go ahead, and turn the pages right now and enjoy the pleasures of reading! ParentEdge Editorial Team

This issue’s Student Editor - Aanandita Vaghani

Aanandita is a Grade XI student pursuing the IB programme in Mumbai. Writing has been Aanandita’s passion for as long as she can remember- a dog eared journal that she has maintained from primary school stands testimony to this! And when she cannot put her emotions into words, she sings her heart out. Travelling and experiencing new cultures is of great interest to Aanandita- her dream is to travel the world and write a book about it someday. A budding psychologist, Aanandita aspires to understand the way people’s minds work in the near future.

Thomas Bunchman is the founder of JumpBunch, Inc., a leading sports and fitness programme for children. He has over 14 years of experience in creating a curriculum focused on the development of body balance, motor skills, and eye/hand coordination skills for children in the age group 15 months to 12 years. Thomas strongly believes that physical activity can boost academic performance, and promote healthier lifestyles. Sridhar Ramanathan is the Founder of IDEAS-RS where he is also a Strategic Innovation Coach. Sridhar’s mission in life is “To help those who want to do things better and differently”. His work involves conducting creative problem solving workshops for clients, and buidling competencies in creativity and innovation. Nirmala Sankaran is the co-founder of Heymath!, a curriculum based online programme that builds a solid foundation in Mathematics through world class teaching methodologies and rigorous assessments. HeyMath! has successfully impacted over half a million students in over 50 countries since 2000. Sulata Shenoy is a child and adolescent psychologist. A Ph.D in Psychology, she has worked as a psychologist at a number of hospitals in Bangalore. She is the Director of Turning Point Centre for Guidance, which specialises in psychological assessments and therapies for children and adults. She also conducts workshops for parents, children and teachers. Prab Singh heads CollegeSource, an organisation that provides life coaching to adolescents and support to their family through the process of deciding their higher education and career goals. Meena Sivaraman is an early childhood development specialist. With rich experience in holistic enrichment of children’s intellect during their formative years, Meena is a firm believer in involved, hands-on parenting. She is very well read on topics related to parenting and child development.

Intent of the magazine

Jyoti Swaroop is an educational consultant who works with Ratna Sagar Publishing. Jyoti interacts extensively with schools across India on many topics including the interpretation of the recently introduced Continuous and Comprehensive Evaluation. She is also associated with a career guidance organisation for school students. Jyoti has authored several English Language text books for many leading publishers.

Please e-mail your feedback on this issue and suggestions for upcoming issues to [email protected]

Dr Jaishri Ramakrishnan is a consultant psychologist associated with Billroth Hospitals and two leading schools in Bangalore and Chennai. She has over three decades of experience in handling children with special needs. Jaishri has conducted several seminars, workshops and training programmes on Parenting, Handling children with special needs and Stress management. She writes regularly for ‘The Hindu’ and ‘Times Of India’. In addition, Jaishree is associated with multiple NGOs in Chennai.

Learning is a continuous process, and needs to happen both in and outside of school; thus parents have an important role to play in shaping their children’s future. ParentEdge aims to expose parents to global trends in learning and partner with them in the intellectual enrichment of their children.

contents cover story

06

Why children Must Read!

The Expert’s Take

18

Interviews with Vimala R Malhotra, Co-founder, Hippocampus Children’s Experience Centre and Sapana Rawat, Editor-in-Chief of literary magazine ‘Books & More,’

Xchange Social Networks and Social Skills

Book Worm

Tips, Tricks & To-Do Lists

22

Back to School Checklist

Cross Roads

26

44

Books for Children A Little Princess Treasury The Wishing Chair Series Totto Chan, The Little Girl at the Window Prince of Ayodhya (The Ramayana) Horrible Histories Series Books for Parents Show Me You Love Me Life Lessons

Building Blocks

48

Learning through Play

A Career in Event Management

What’ s Happening ? Hobby Horse

34

32

Coin Collecting

54

Things to do, Places to see

Education Across the Seas

62

Choosing the Right College

Globe Track Innovative learning experiences

33

Time Pass... Searching for all things summer!

74

The Team Editor Ramya G Editorial Team Gayatri Kulkarni Kritika Srinivasan Aanandita Vaghani (Student Editor)

Different Strokes

75

Gifted Children - an interview with Prof Ellen Winner

Art Desk Manjunath C Jinin Mukundhan Yeshwanth C E Publisher Prayag Consulting

Info Cache

82

Libraries for children

Scrumptious

85

Mango Mania

Prayag Consulting Pvt. Ltd Jaya Kumar (Chairman & Co-Founder) Sudha Kumar (CEO) ParentEdge 45/B, 2nd Floor, Front Wing 1st Main, J P Nagar, 3rd Phase Bangalore – 560 078 Ph: 080-26593334 [email protected] www.parentedge.in Subscriptions Ph: 080-26593334 www.parentedge.in [email protected]

Pursuits and Passions

86

Cover Photo Yadhunandhan Prabhu [email protected]

Children and Music

Word’s Worth

Advertising Enquiry [email protected]

95

Virtue Overcast- a Poem

Printed and Published by Sudha Kumar on behalf of Prayag Consulting Private Limited from Prayag Consulting Private Limited, 45/B, 2nd Floor, Front Wing, 1st Main, J.P. Nagar, 3rd Phase, Bangalore - 560078. Printed at Modern Printing Press, 338, 5th Main, 1st Block, Koramangala, Bangalore – 560034.

An Apple a Day...

96

Say Yes to Yoga

Travel Bug Sustainable Living at Panchgini

99

Reproduction in any manner is prohibited. ParentEdge does not take the responsibility for returning unsolicited publication material. All disputes are subject to the exclusive jurisdiction of competent courts and forums in Bangalore, Karnataka only. Opinions expressed in the articles are of the authors and do not necessarily reflect those of the editors or publishers. While the editors do their utmost to verify information published they do not accept responsibility for its absolute accuracy. Reproduction in whole or in part without the consent of the author is prohibited. Image Courtesy: Dreamstime, 123rf

C

over Story

Why Children Must Read!

“The more that you read, the more things you will know. The more that you learn, the more places you'll go.” – I Can Read with My Eyes Shut! by Dr. Seuss

Listing all the benefits of reading will take the better part of this piece; still, for the sceptics, a short list should serve to convince you. Scientific studies have established that those who read are more intelligent than those who don’t, because they have a better knowledge of the world around them. For instance, Anne E. Cunningham’s study, “What Reading does for the Mind,” found that reading enhances analytical thinking and the ability to spot patterns. Little surprise, given that reading is an active mental process where you are thinking, interpreting, predicting and reasoning, unlike sitting passively in front of a television.

Why Children Must

Read! Few people will dispute the immense benefits that the habit of reading brings in its wake. Even in a world inundated with technology, TV and video games, reading manages to hold its own. What does it matter whether your fingers turn pages 06 | ParentEdge | May - June 2012

or glide across a Kindle, as long as you’re reading? And everyone who matters – experts, teachers, parents and students – are united in the belief that the habit of reading is one that has to be inculcated early on in a child.

Evidently, reading increases your exposure to a language, thus helping to build your vocabulary. You also learn to express yourself better, not just because you have a better command over the language, but also because you have been exposed to a range of ideas that automatically influence your thinking. And writers have admitted that to be a good writer, you need to first be a good reader! But the one benefit that everyone seems to unanimously agree on is that reading makes you a confident person – one who is expressive and able to present himself well in society, thus enhancing self-esteem.

Cover Story

Inculcating the Reading Habit in Children

“T Here are some other benefits of reading: • Improves memory, concentration and focus • Hones your creativity • Reduces stress and relaxes the mind • Familiarises you with other cultures and countries and helps you appreciate their diversity and ethnicity, building empathy • Improves your social skills by allowing you to talk knowledgeably about a variety of topics The reading habit seems to take on even more importance when it comes to children. A study in a Rhode Island hospital compared two groups of eight month olds – one group was read to often as babies, the other was not. The babies who were read to, increased their ‘receptive’ vocabularies (number of words they understood) by 40% from babyhood onwards, while the babies who were not read to increased their vocabularies only by 16%. And you will all agree that language development in children is very important. Malini Rao who runs Chimply Fun, a preschool in Bangalore, has observed that children who are read to develop better language skills and are better communicators. On the other hand, children who have not been exposed to books from an early age don’t develop an adequate vocabulary and are often unable to express what they are feeling – this sometimes leads to frustration and anger, resulting in aggressive behaviour and tantrums. A well-read child also performs better academically, not just because he has better language skills, but also because he has an improved attention span, better retentive and analytical powers, and the ability to

draw from a variety of fields and ideas to help him formulate his thoughts. At higher grades, a child has to process large volumes of written content, and the skills of speed reading and quick assimilation developed at a young age come in handy. In this context, it must be mentioned that it is important that you encourage your child to read beyond his text-books and the books assigned to him by the curriculum. As Aparajita Bose, a parent of two young children, observes, “When a child reads widely, he begins to link information gleaned from the different topics. And more than the knowledge he gathers, he benefits by having a healthy attitude towards what even his text books offer.” And there is no doubt that reading widely exposes the child to more ideas than you alone will be able to give him, thus fostering his creativity and enhancing his imagination. Reading to your child helps you spend some qualitative ‘bonding’ time with him as well, and will also inculcate in him a positive attitude to reading. Teachers claim that they can see a definite difference between children who read and those who don’t. “Those who read are more independent, know how to keep themselves occupied, form opinions and views as to when and what will be important and express them with clarity. They are confident while speaking and can read fast, with better contextual understanding,” says Sudha Mahesh, Principal, Headstart International School in Chennai.

here are many reasons why one should be wellread. Reading is, of course, the building block for all education. Whatever profession one wishes to enter later in life, if you desire to obtain a complete grasp of it, being well-read is essential. Being well read also makes a young person knowledgeable about a variety of matters, allowing him to stand out in any gathering as an erudite and sophisticated individual. But over and above all this, reading is a gateway to the unknown worlds of the imagination, and a tremendous source of entertainment and enjoyment. Reading is the key to our own imaginations. Anyone who has read a book, and then seen a movie based on it and been disappointed by it, will understand this. There is nothing that really beats our own minds’ interpretation of the written word.

”

– Aditya Puar Head of Marketing, Scholastic India May - June 2012 | ParentEdge | 07

Cover Story


Image Courtesy: Chimply Fun, Bangalore

There can be no doubt that parents play a dominant role in determining the reading habits of their children. If the parents are avid readers, chances are high that the child will also be one. This does not mean that the reading habit is hereditary! But it is directly influenced by the environment that parents create at home. Teachers, experts and parents are unanimously of the opinion that to get a child interested in books, you need to surround him with them and place them everywhere he goes – then he cannot help but pick one up.

“Children are made readers on the laps of their parents.” – Emilie Buchwald

And more importantly – the parents should be readers themselves. “I’m afraid that kids learn only by mimicking. At an early age, parents’ reading habits are the only things they can go by. So the only way parents can influence their kids’ habits is by reading themselves. They should be big readers. There should be a lot of books in the house. Children may want to gain appreciation from the parents and so start reading. They see reading as a socially acceptable and admirable behaviour,” points out Sajith Pai, a voracious reader and father of two. 08 | ParentEdge | May - June 2012

So when do you first start exposing your kids to books – at what age? Experts say that the child is never too young to be read to – “I have been asked so many times, ‘when is the right age to start reading to a child?’ And I always ask, ‘When did you start talking to your child? Maybe a few minutes after he was born? Did you expect the child to understand you?’ When we do not expect a new-born either to understand or to respond when we start talking, why do we think so much when it comes to reading to a child? The earlier you start, the better it is!” claims Latha Srinivasan, owner of Tailorbird, an innovative and enriching library in Bangalore. The first step is exposing kids to books – not really reading to them, but letting them touch and feel the books, play around with them, and manipulate them so that they enjoy being around books and develop a positive attitude to them. And this can start as early as six months! At this stage the best books to put in children’s hands are the ‘touch and feel’, ‘scratch and sniff’ and ‘textured’ books, as well as cloth and waterproof books. While you can start reading to your child from his infancy, you will notice greater interest on his part and a response from him by the time he is one and a half years old. First, start with picture books that expose the child to common words, and then move onto simple narratives and stories. Always remember that the idea is to make the child understand that reading is an everyday activity that can be entertaining and fun.

Image Courtesy: Tailorbird, Bangalore

Reading on his own will come much later – anywhere between the ages of four and six, depending on the child’s ability to pick up phonics, the system of schooling he attends, and of course, the parents’ role in this area. But till then, be prepared to read from a variety of books to your child, each day, everyday.

Check out these lists to identify the 100 best children’s and young adult’s books: http://www.teachersfirst. com/100books.cfm http://www.nea.org/grants/13154. htm http://childrensbooksguide.com/ top-100 http://www.parenthood.com/articletopics/the_100_best_childrens_ books.html/page/1 http://www.telegraph.co.uk/culture/ books/3670594/100-books-everychild-should-read-An-introductionby-Michael-Morpurgo.html

Cover Story

Best practices and tips to inculcate the love of reading in your child • Be a reader and let your child see you reading daily • Read to your child at bedtime or at meal-times • The baby’s first books should be short because his attention span is short • Let your child feel that reading a book with him is a pleasurable and enjoyable experience, and not a stressful activity that you are forcing him to do • Make reading an everyday activity that is a consistent and well-established routine, preferably at the same time everyday • Young children love repetition and so reading the same book many times is something a parent may be forced to do • Choose age-appropriate books for your children. You can make the picking of the book itself an activity, asking your child to make a choice • Surround your kid with books • Keep books accessible in low areas where children can reach for the books themselves; if you are worried that your child will spoil or tear the books, go in for low-priced options or second-hand books. Don’t keep books away from children simply because you feel that they should not be torn – instead teach your children to handle books with respect and care • Use the story in a variety of ways – by reading directly from the book, by putting together a puppet show with characters from the book, dramatising it, etc. Use different voices for different characters; make funny noises – anything that will draw the child into the story. Make the session interactive by asking them questions – this also ensures that they are actually thinking about the story and not just listening passively • Take your children to a bookstore and spend some time reading together there • Take books to read to your child on long trips and places where you have to wait, like the doctor’s office • As a parent, keep yourself informed about the books available and suitable for your child’s age group • Be sure to introduce your children to Indian titles by Indian authors. Children will enjoy reading about things they are familiar with, and will also learn more about their own country and culture at the same time. And there are a number of publishers (NBT, CBT, Tulika, Katha, Tara Books, Young Zubaan, Scholastic India, Karadi Tales, Glo Books) who are publishing great Indian titles for the child and the young adult


Image Courtesy: Tailorbird, Bangalore

Tell your young children a lot of stories, complete with sound effects, expressions and gestures. Experts firmly believe that story-telling encourages children to read by firing the imagination and whetting their curiosity for more. Also, once children are introduced to the wonderful world of stories, they want to discover new ones, and this again pushes them to read more.

“ R

esolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year. – Horace Mann

”

May - June 2012 | ParentEdge | 09

Cover Story

Specifically for the older child: • As the child grows, if the home library cannot keep pace, enrolling in a neighbourhood library is a good option • Put together a reading list for the month that will help guide the child’s choice of books and also give him some kind of discipline and framework for reading • If a movie has been made on a particular book that your child is reading, rent out the movie to watch together, and then have a discussion on the similarities and differences between the two • Spend time discussing what the child is reading – even as you do chores around the house • Ask your child to attempt book reports during the holidays – book reports enhance comprehension and will help him understand the plot at an in-depth level • Let him look at the websites of popular books which include a host of activities and games for the initiated (think Harry Potter!) • Encourage your child to be part of reading forums, book clubs, etc. He can also participate in children’s book websites – Guardian newspapers, UK runs a good one – where children can contribute reviews and participate in online literary discussions. Published reviews will motivate him to read – and write – more • Read aloud once in a while even to a child


who is old enough to read on his own; when a child does not have to take the trouble to decipher words, he will be drawn into the story being read As children grow older and start to read by themselves, parents can still do a lot to ensure that they maintain their interest in reading. Aparna Karthikeyan is seldom seen without her nose buried in a book, and her daughter seems to be following in her footsteps. “Even now, when I want to interest her in a new genre or author, I sit with her and spend a few minutes telling her about it; sometimes, I read out humorous passages and we share a good laugh; she then picks up the book herself without any further goading,” explains Karthikeyan. Families where both parents are working fulltime can also make time to read to their children. The busiest of parents will ensure that they are home in time for the child’s bedtime routine – so make reading a part of that routine! Opportunities to read to your child, or discuss books with him are numerous – you just need to grab them – when driving him to

“n the case of a reluctant reader, read to

I

him regularly, though not as a routine. We need to explore his interest first, and identify the kind of learner each child is. Avoid making it a ritual. Invite him to a reading session when he is most inclined to do so. Begin with short stories and poems and get him to enact the stories. Create interest by reading a story he may enjoy and stop at a turning point. This may motivate the child to continue the story independently.

”

- Sudha Mahesh Principal, HeadStart International. Chennai school (use audio-books, don’t take your eyes of the road!), at dinner time, when waiting at the doctor’s or dentist’s clinic, on trips, and of course, on weekends. Sometimes parents realise that their older children are not readers, and then they are beset by anxiety and bemoan the fact that they did not get them started earlier. An older child who doesn’t read has already found other ways to keep himself occupied during his leisure time. But it’s never too late – you can still coax an older child who is a reluctant reader to discover the wonderful world of books. • Read aloud to the child; voice modulation, facial expression and interactive sessions can help him get interested in a book • In the case of upper primary and middle school students, give them books related to their coursework. “Try giving Amar Chitra Katha titles on Babar, Akbar, Jehangir, and ShahJahan to a student who is struggling to learn facts about the Mughal Empire. Or a National Geographic pictorial book on animals to a fourth grader who needs to understand about animals based on food habits. You will get them hooked,” suggests Srinivasan • Try using comic books or graphic novels to get them interested in reading – your child may very well be more inclined to visual cues • Choose books that are related to your child’s interests – if he plays tennis, a book on great tennis players down the ages; if he is into video games, perhaps a fantasy novel

10 | ParentEdge | May - June 2012

Cover Story


An Age-wise Guide to Reading

Babies

Toddlers

Preschool

Primary school

Simple books that feature nursery rhymes, or just words. Dominated by images, these books come in a range of textures and styles – pop-up, scratch and feel, board books, cloth books, etc. – to capture your baby’s attention and to familiarise him with the world around him. At this age, you should read out the books to him and more importantly, let him play with the books. Talk about the words and objects in the book, pointing out to images.

Books feature simple stories under 300 words, with a few words to a page. These books deal with topics that are familiar to the child’s everyday life, or teach concepts.

Books have simple narratives, generally with one character, and no sub-plots or complexities. The story is written in words, but the images support the story by providing visual cues. These books increase the child’s awareness of the world around him and help him deal with specific ‘problem’ situations like visiting a dentist for the first time, starting school, or the imminent arrival of a sibling.

At this stage, children are just beginning to read, so you can get them easy-to-read books with text and illustrations. Sentences will be simple, with one idea per sentence.

From here on, the child will graduate to more complex books, depending on his age and reading skills. Typically, the pattern that he will follow will be: Ages 6-9

Ages 7-10

Ages 8-12

Early chapter books, with the story broken up into short chapters

Chapter books with more complex sentences, but short paragraphs. Chapters are around 4 pages in length

Middle school books are longer, with complex stories and multiple characters

Young adult, from ages 12 onwards Books feature complex plots which generally poses a central dilemma and show how the ‘hero’ solves it

Check out some reading lists that advise you on what your child should be reading, depending on his age: • http://www.udel.edu/ETL/RWN/ReadingLists.html • http://school.familyeducation.com/literature/reading/34576.html Do remember that after a certain age, your child will decide for himself what he wants to read. He will be influenced by what his peers are reading. While it is wise to keep a watch on what he is reading to check its ‘quality’ and to ensure that he is exposed to a variety of genres, do give him the freedom to choose his own books based on his interests and the current flavour of the month.


Cover Story


“The onus for creating the reading habit in children lies purely in the hands of teachers and parents.” – S. Ramakrishnasayee Principal DAV-BHEL School Vellore Image Courtesy: Shemrock and Shemford Group of schools

If parents have a critical role to play in introducing their child to the world of books, schools have an equally important part to play in maintaining his interest in books and providing him with stimulating fodder for his intellect. And this means teaching the child to read beyond the prescribed text books and to encourage reading as a habit, and not merely for literacy. There was a time when the extent of a school’s involvement in this area was the once-a-week ‘library period’ where children were asked to read a book and then given one to take home. But today’s schools are pulling out all stops in their bid to encourage students to read more. Preschools especially, focus a lot on books, and activities that revolve around books. From book readings to storytelling to choosing a book to take home, even three-year olds are familiar with books nowadays. Rao explains different ways in which the potential of a single book can be maximised – “Firstly, we gauge the level of each child and make sure that the books 12 | ParentEdge | May - June 2012

we select to read to him or send home are appropriate to his level of language development. We send home three books a week per child and repeatedly remind parents to read to them. In school, we have story time every day, a half-hour session where we chose picture books that are associated with different topics, issues and concepts. We read each book several times, using a different approach each time – so the first time, the teacher just reads the story to the children, the second time she asks questions about the story, making the experience more interactive. Then perhaps we will use puppets to enact the story – so we employ a mix of methods, because you never know which will work with which child.” Here are some other things that schools can do across the grades to teach children to love books: • Have a well-stocked library and a librarian who loves reading herself and is knowledgeable about the collection • Keep adding books to the library • Even within the classroom, especially

in the primary section, place baskets of books in the corners or have a Reading Corner, where children should be free to go and pick up these books and choose what they want to read • Adapt books into plays or musicals • Assign interesting homework and projects – book reviews, author profiles • Organise literary quizzes, interactive reading sessions, author-meeting sessions, book clubs and book fairs • Create activities around a book – like illustrating a story or writing a story around an illustration, changing the ending of a story, changing a book cover, book discussions An aspect that schools often forget is to include parents in this process. Meenal Arora, the Executive Director of the Shemford and Shemrock group of schools, speaks of the importance of organising workshops for parents where they are advised on the importance of reading at home, and also familiarised with the methods that the school follows so they can follow a similar model at home.

Cover Story


and the delightful smell of old leather and yellowing paper. But there is a lot to be said for the modern-day, gleaming, sanitised bookstores and libraries as well. Besides just stocking books, these also organise a number of activities and events to get children interested in reading. Take the Oxford Bookstore in Delhi, for instance – “We run weekend book clubs which are popular among children of all age groups. We talk about books, books and books. We encourage them to read from a wide variety of books and we discover some great books in the process. It's a pleasure to see the young minds open up to exotic worlds and ideas, to widen their horizons and drive their imagination,” says Sujata Wadhwa, the proprietor of the store. Image Courtesy: Granth Bookstore, Mumbai

Another community cornerstone and important stakeholder in the reading habits of today’s children are the libraries and bookstores – whether small cosy ones that are just around the corner, or gleaming multi-level ones that stock everything ever published, or the 60-year old second hand bookstore with the owner who knows precisely where the book you want is placed ! Libraries and bookstores have a seminal role to play in developing reading habits in a community. You cannot buy each and every book that you read, and neither should you! The presence of lending libraries acts as a multiplier, allowing you to read more at a lower cost. And bookstores that are wellstocked will allow you access to a range of high-quality books, while keeping you updated on the latest releases. Bookstores and libraries should also ideally encourage upcoming writers for young readers. There are many who prefer the older libraries and bookstores in the city, the one with a knowledgeable owner who knows every edition of every book published, tottering and ceiling-high piles of books,

Scholastic India runs a unique and innovative programme – One Nation Reading Together – to celebrate the joys of reading, and encourage young people to read more. An estimated 8.5 lakh children from across the country participate in this event in their schools every year, and read the specially written reading pledge for fun, while doing other activities that celebrate reading as a pleasurable and enjoyable activity. Scholastic also ties up with NGOs and bookstores across the country to gift children more than 80,000 books. Authors and other celebrities read to disadvantaged children. In some places, libraries are established for the institutes. For every school which signs up to participate in this event, Scholastic donates 100 books to underprivileged children. One Nation Reading Together activities: • Children read from specially created books of ‘Favourite Reads’ as well as many other books of their choice • Some schools organise a special morning assembly with 'Books and Reading' as the theme • Schools organise story telling sessions, short skits and fancy dress competitions based on literary characters • Most schools invite an author or a local celebrity to read and celebrate the event with them • Bookmark making • Designing a book cover Several schools participate in this and other initiatives organised by Scholastic. Events such as the “Scholastic Student Writing Awards” collates stories written by students, and publishes the winning entries in an anthology called “For Kids By Kids.”


Cover Story

Down south, Landmark in Chennai brings in authors for children to meet and discuss books with. They also have a Kids’ Fest every December that has many interactive story-telling sessions, literary quizzes and attractive offers on books. Granth Bookshop in Mumbai partners with schools across the city to organise book exhibitions. And it’s not just bookstores — libraries too are doing their bit to teach children to love reading. Tailorbird is a popular library in Bangalore that has a number of initiatives and programmes for children of all ages – a ‘Choice of the Week’ shelf that offers a variety of genres and helps parents choose books for their kids, weekly story-telling sessions, story-based activities like storywriting, give-your-choice-of-ending, weave-a-tall-tale, stage-your-story, etc. They organise author reading sessions and sessions by journalists who guide children on writing their own pieces. Tailorbird also runs the annual Summer Reading Challenge that lists books a child of a particular age can read and rewards children who have read the maximum number of books in a given timeframe. Tailorbird and other such progressive libraries also put up recommended books lists, write out book reviews and conduct reading classes for children who need help in starting to read. It seems quite evident that all sections of the community today are aware of the necessity for children to be better readers and are actively involved in the endeavour to encourage them. And their efforts seem to be paying off. An overwhelming majority of people we spoke to seemed to be of the opinion that despite myriad distractions – the TV, video games, malls and the Internet – the current generation is at least as interested in reading as previous generations. They are helped by the fact that they have increased resources, including technological ones. There are more and more children’s and young adults’ books hitting the markets as well, brought forth by publishers who realise the immense potential of this market segment.



“When you sell a man a book you don't sell him just 12 ounces of paper and ink and glue - you sell him a whole new life.” – Christopher Morley

The e-book has become very popular amongst the youth. While people of the older generations may feel that the magic of holding a paper book in your hands and inhaling its smell as you read is missing in the modern tablets and iPads, there is still a lot to be said for the e-book. It helps save money – printing and distribution

costs, resources and paper (and so the environment!). And a Kindle, for example, is no more difficult to lug around than a 500-page book, and definitely lighter than a hard-bound “The Lord of the Rings”, for instance. And really, to the digital generation which has learnt to type before it can write, e-books are just the way to read. At the end of the day, does it really matter how they are reading, as long as they do? So parent, if you are an avid reader, you will know how important it is that your child learn to devour books as well. If you are not much of a reader yourself, at least ensure that you show your child what a wonderful world can be contained within the covers of a book. For “he who loveth a book will never want a faithful friend, a wholesome counsellor, a cheerful companion, or an effectual comforter.” (Isaac Barrow)

"I think that young readers today have a lot of choice, in terms of where and how they get their reading material, so in a sense, they are possibly freer in their ability to choose what they would like to read. With the very wide range of titles on offer through the large number of Indian and multinational publishers in the Indian literary space today, I am sanguine that though the reading habits of today’s children may be different from those of yesteryear, they are just as wholesome." – Puar

Surprisingly, a number of teenagers we spoke to seem to still prefer old-fashioned ‘paper’ books to e-books. While they could not deny the practicality of an e-book reader that is portable, accessible and cheaper, as avid reader Roohi Dalal (16) remarked, “Books are amazing, and can never be replaced with e-readers! I love the smell of books, especially really old ones. You can never get the same reading experience from an e-reader, which you get from holding an actual book in your hand. Save the books!”

Cover Story

Literature for the young can be divided into two categories: Children’s Literature for the 0-12 age group and Young Adult’s Literature for the 12-18 age group. These are the different genres of books available for these two age groups today:


Historical fiction: stories that are set in, and describe a specific time period or historical event.While the story itself is fictional, the historical context, environment and other related events are based in historical fact. The book may also feature characters who are fictional as well as those who were real. E.g. Ivanhoe (Walter Scott)

Picture books: tells the story using pictures and may or may not have some basic text. These books may not even tell a story, and may simply introduce the child to concepts like the alphabet, numbers, etc.

Picture story books: have a narrative and use illustrations that complement the story. While the text is central, the images also provide visual cues to the story

Folktales: feature common people and realistic stories – explain the world around us, natural phenomena, etc.

Fairy tales: magical and make-believe tales set in enchanted lands and peopled by magical creatures. Generally have a moral – ‘good always vanquishes evil’. E.g. Fairy tales by Hans Christian Andersen

Fables: short stories with a moral. E.g. Aesop’s’ Fables

Mythology: generally feature gods, demigods and demons to explain values; these explain the world around us, natural phenomena, origin of life, etc. using ‘belief’ as the basis and not science. E.g. Ramayana

Adventure: these stories talk about children solving a mystery or going on an adventure that involves suspense, action and drama, with the protagonists triumphing. E.g. The Famous Five (Enid Blyton)

Modern fantasy: imaginative narratives that ask for a ‘suspension of disbelief,’ these talk about worlds other than our own (in terms of time and space) which are peopled by fantastic creatures. E.g. Alice in Wonderland (Lewis Carroll), The Chronicles of Narnia (C S Lewis). Science fiction is a sub-genre of this which describes the future of our universe, and imaginative happenings in other worlds beyond our own. E.g. The Hitchhikers’ Guide to the Galaxy (Douglas Adams)

Realistic fiction: which presents contemporary times and is based on real-life situations. The stories present a problem or dilemma that an average child faces and how he solves this. Generally positive, these stories aim to show children how they can surmount obstacles. E.g. the Judy Blume books. In some cases, they can also be a commentary on social structures of the time, like the Charles Dickens novels for instance

Non-fiction/informational books: these are informative books that do not generally have a story line. They present information on a topic, and are often used for academic and research purposes. E.g. A Critical History of English Literature (David Daiches)

Biography: a form of non-fiction that is actually the story of a person’s life. It does feature elements of story-telling and has a narrative, but the events it describes are real. Biographies are almost always written about notable people and serve to inspire and motivate. E.g. Indira: The Life of Indira Nehru Gandhi (Katherine Frank)

Poetry and drama: introduce children to important literary styles such as verse and prose, rhythm, rhyme and literary devices like metaphors, symbolism, etc. E.g. Poetry – The Love Song of J. Alfred Prufrock (T S Eliot); Drama – The Importance of Being Earnest (Oscar Wilde)

Graphic novels: a story that is actually a novel, but is told and published in comic-book style, with illustrations. Heavy on visuals, they tend to deal with real-world problems and personal and social issues. These are especially popular with reluctant readers of longer novels written in prose. E.g. Batman: The Dark Knight Returns


Cover Story


ParentEdge spoke to a number of teenagers and this is what they have to say on the reading habit.

“

What kind of books do you read?

“

How do you make the time to read?

“

How does reading help you?

“

What is your take on e-books?

I read mostly non-fiction now. I read pretty widely – politics, history, science, economics, management…

If you really want to do something, you will somehow make the time for it!

Reading makes me a better conversationalist, improves my vocabulary, and also helps me write better

Mostly classics, but also physics books and the occasional French short story

I read on the bus or during breaks, basically whenever I am not working at something or studying

I was actually a late reader and discovered books only recently. I am quite into fiction, especially the adventure and action thriller genre, though I will read the occasional biography

I read a lot of different kinds of books – on science, philosophy, history, classic literature, and the occasional thriller like David Baldacci as well

I have a lot of time on the school bus and this is, in fact, why I started reading – I figured that it would be a good way to pass the time!

I read on the bus, before going to sleep at night, when I wake up in the morning… pretty much during most of my free time. I always have a book with me, so whenever I'm free, I read!

As clichéd as this may sound, In improving my vocabulary, reading helps improve my and with my creative writing vocabulary. I learn little facts or ideas that I wouldn’t have come across otherwise, while also assimilating different viewpoints of the same issue

Reading helps in a lot of ways. It calms me down when I'm stressed out about something. Reading also helps build vocabulary and gives me a better perspective on a lot of things

I don’t fancy them much. I prefer to hold and feel the book as I am reading it. But I must admit that e-books make sense, especially when I am in school, since I don’t need to cart books around with me

No matter how much we depend on technology, there's no feeling like walking into a bookstore and picking up a few novels!

Books are amazing, and can never be replaced with e-readers! I love the smell of books, especially really old ones.You can never get the same reading experience from an e-reader, which you get from holding an actual book in your hand. Save the books!

– Shruthi Badri, 17 years

– Shruti Singapur, 17 years


I like the Kindle – it’s portable and convenient

– Maanav Setlur, 15 years

– Roohi Dalal, 16 years

” ” ” ”


The Expert’s Take

Teaching Children to Read

Teaching Children to Read When it comes to reading, everyone has a perspective, be they parents, teachers or students. ParentEdge took this issue to the experts – people who work in the

field of reading – and managed to elicit a wealth of information from them – tips, ideas and best practices that all parents and schools will find invaluable.

Why is it important to be well-read? Reading opens up the world to children. It promotes universal tolerance – when children learn about different cultures, peoples, and traditions, global awareness increases and they are able to accept differences in a very matter-of-fact way. And finally, once the child finds joy in reading and it becomes a habit, language comprehension increases and anything that involves reading becomes a more productive and effective exercise.

Watching the unlimited pleasure her five-year old got from reading made Vimala R Malhotra conscious of a joy that she had thus far taken for granted. This was one of the prime triggers for setting up Hippocampus – making loads of great books easily accessible to children. Malhotra, who majored in English Literature and followed it with a degree in Mass Communication, co-founded the Hippocampus Children’s Experience Centre in Bangalore in March 2003. The Centre focuses on books and promoting reading amongst children. It has a collection of over 14,000 books for children and adds to this number every month. 18 | ParentEdge | May - June 2012

What do you think of the reading habits of the Indian youth and children of today? How does it compare to previous generations? Earlier generations were probably reading more for the simple reason that electronic distractions and easy access to them were not there. Now a lot more effort needs to be invested in promoting the reading habit. The competition to reading is very attractive and most times close at hand. The electronic media can stimulate various senses through visuals and sound effects – so it is a difficult choice for children to make between the TV and computer on one hand and reading on the other. However, the positive in the current scenario is that there are more books being published specifically for children and youth and hence there is an enhancement in the quality and variety of reading that they are exposed to. The packaging of the books too has greatly improved. At what age should children first be exposed to books? There is no hard and fast rule about this, though introducing them to books

just when they are on the threshold of starting to read is a great idea. I personally believe that children can be introduced to books as soon as they are able to concentrate for about five minutes on any particular activity. If the right kind of books are used then one can start when they are about one and half or two years. By the right kind of books I mean ‘touch and feel,’ ‘scratch and sniff’ or any other textured book. Cloth and water-proof books are also a great option. During the early years, ‘exposed to books’ indicates not so much reading to them as introducing the concept of books where they can handle books and get the idea that books can be a source of great stories and fun times – so it would probably involve storytelling rather than story reading. What are some of the things that parents can do to encourage children to read more? There is a lot a parent can do to encourage reading: • Be the reader you want your child to be. Let him see you spend quality time reading. • During their early years, read aloud to children and make it a very fun and interactive pastime. • Take your children to book stores and exhibitions. Allow them to pick out one book for themselves so they go through various books in order to make that one conscious choice. • Enroll them in a good library and be interested in their library visits. If they use only the school library, then try to ensure they use it well.

The Expert’s Take


• As a parent, keep yourself informed about the books available and suitable for your child’s age group. You can get a lot of information off the net or you could speak to the librarians at a good children’s library or the school library. • Try having a small selection of books at home for your child. • Use suitable technology, if required, to introduce and encourage the reading habit. How can a parent identify what her child needs to be reading at any age? How do you map the different genres to the different age groups? In the early stages of reading, the child will typically pick up books that suit his reading skills. And a parent could guide the child to books that increase awareness of the world around, books that increase vocabulary, animal stories (always popular with children) or books that help the child deal with specific situations – visiting a dentist for the first time, potty training, the imminent arrival of a sibling, etc. A very important genre for the young ages (0-3 years) is the Picture Book, which has strong visual appeal and few words.

As they grow older, children will find their areas of interest in reading and predominantly align their reading habits along those interests. However, a parent should try to introduce variety into their reading. This is where a library or librarian can really help parents, as they are in touch with children’s books and reading preferences. The concept of certain genres for specific ages does not really hold true. It may be valid in early readers where one looks for books on basic concepts, graded reading, situational stories, etc. However, most genres address different age groups by being sensitive about complexity of language and content. For instance, fantasy that is written for young children are usually short stories rendered in simple language with a lot of illustrations, while fantasy for older children are usually longer, and involve more complex language and plots. How can a parent recognise the ‘quality’ of books that her child should be reading? To a purist reader there are no ‘good books’ or ‘bad books.’ However, having said that, some of the pitfalls a parent should look out for are language quality, promotion of racist or stereotypical concepts, etc.

Sapana Rawat is the Editor-inChief of the recently launched bi-monthly literary magazine ‘Books & More,’ published by Strata Retail. Strata Retail also runs a chain of community libraries, ‘JustBooks,’ where Rawat co-ordinates the literary team that is responsible for book reviews, author profiles, literary feature articles and the newsletter. Why is it important to be well-read? Reading sparks curiosity; it provides answers to that curiosity and in the process sustains self-learning. A self-inquiring mind is a calm, reflective and mature mind. This is what we should strive for, in ourselves and our children. What do you think of the reading habits of the Indian youth and children of today? How does it compare to previous generations? Earlier generations did not have as many reading resources as we do now.

What are some of the things that schools can do to encourage children to read more? Some of the factors that have worked for us at Hippocampus will definitely also work at school libraries. Have a librarian who loves books and reading, maintain a good collection of books that are regularly upgraded and added to, try to involve children in the selection of books for the library, make the library an active space from where a lot of exciting book-related activities begin. And importantly, each class should get a library period every week and they should be allowed to borrow books. How do you get an older child, not interested in reading, to start? It is rather difficult to work on inculcating the reading habit in older children. One of the simplest ways is to introduce them to comics and graphic novels. Never underestimate the power of the comic book! Be aware of the child’s interest areas and offer good books in that genre. Another approach is to combine technology and reading – try to attract them through e-books. But remember, that there is no quick-fix solution, and probably a combination of these methods will be needed.

So it is hard to compare present reading habits with theirs. Overall, reading for pleasure is surely going up, partly because of the many good resources available to this generation and also because parents are realising that there is more to reading than just for exams. Publishers know that the young readers’ market has a huge potential, and then there are events like Jumpstart and the Bookaroo Festival of Children’s Literature. All this is helping in making books popular amongst young readers. In short, young readers are demanding variety and getting it too! At what age should children first be exposed to books? As soon as possible. The saying ‘Catch them Young’ applies very much for reading. What are some of the things that parents can do to encourage children to read more? With the busy lives that we all are leading, what I am suggesting might sound daunting. But if you want your children to love reading, then you will have to invest your time on achieving it. And it cannot be a one-time event, it’s a process. May - June 2012 | ParentEdge | 19

The Expert’s Take

• Ignite their curiosity: The other day, my six and four year old daughters started to complain about how I do not tell them stories anymore! I started to make one up as I went along but was not sure what the real story would be. They wanted a little brown bear story. My interest in nature came to my rescue – I remembered the BBC Planet Earth episode where they had shown salmon, who go back to the same place where they were born, to lay eggs. This journey can involve jumping to go upstream to reach their birth place and avoiding predators like bears and birds that hover around the places where the fishes have to jump. I took this fact and made a story of our little brown bear going to catch the salmon. Both the kids were surprised to hear that fishes can jump and wanted to see it. We saw a YouTube video of this event and I was given the task of finding a book related to it!! So be curious yourself; take your kids to museums, nature walks, interesting vacations etc. I am yet to meet a child who doesn’t love stories. Tell crazy funny stories to them, and see how curious they become. • Provide the right resources: Arm yourself with the knowledge of children’s books, publishers and writers. Get a library membership and go there once a week and let the child pick her own books. • Provide the environment: Read yourself and read to them. Spend 15-30 minutes everyday reading to them or hearing them read. Set aside 10 minutes daily for yourself to read. This will send a message to your child that reading CAN become a habit and he or she will pick it up too. What are some of the things that schools can do to encourage them to read more? Firstly they should emphasise less on reading for exams, and more on reading for pleasure! At school, reading can be made fun by: • Providing age-appropriate and childfriendly books in the school library • Adapting books into plays or musicals • Assigning interesting homework like critiquing a novel or profiling an author • Having creative writing classes, literary quizzes, a school newsletter etc 20 | ParentEdge | May - June 2012


What about educational organisations, libraries and bookstores – what role can these play within the community? They should support and encourage upcoming writers for young readers apart from stocking books for young readers. Recommended book lists and book reviews can be provided by them regularly. Activities like creative writing, storytelling, book reading by the writers can be organised by them. How do you get an older child not interested in reading to start? Obviously first we need to find out why the child is resisting reading. One of the ways to get a child interested in reading is not to involve only books but involve yourself as well! Once you understand your child and know what interests her, do those activities with her, whatever they may be. Regale them with lots of imaginative stories. Then bring in the books related to those interests. Take the child to the library or a bookstore and let her select the books. Read the books aloud or with them; be a child when you do that, make funny faces and noises, let them make their own stories. Reading should be fun and not a chore and if parents understand that, the child will too. How can a parent recognise the ‘quality’ of books that her child should be reading? By being actively involved and looking around in libraries, magazines or newspapers

for good books. Parents can learn about the good publishers and writers of the genre that their child likes. They can go online and check on the reviews of the books, they can also read the book themselves. Also refer sites like http://storyrevolutionbooks. com/, http://www.saffrontree.org/ and http://youngindiabooks.com/. What is your opinion on e-books? Will they encourage the digital generation to read more? E-books are one of the ways through which reading can be enjoyed and encouraged more. Rather than making an argument about books OR e-books, we should focus on books AND e-books and use that to promote reading. What has been the impact of Indian authors and books set in an Indian context on reading habits? Huge. Thanks to publishers like NBT, CBT, Tulika, Katha, Tara Books, Young Zubaan, Scholastic India and Karadi Tales, young readers as well as young adults are being exposed to Indian culture and history in a way that was missing just 15 years ago. Young adult writers like Paro Anand, Siddhartha Sarma, Devika Rangachari,and Ranjit Lal are weaving coming-of-age tales with strong social messages for Indian youth. The Indian young adult fiction, though in infancy, has the potential to grow big.



Back to School Checklist Everyone gets tired of the routine; which is why your children’s summer holidays are a delightful break for parents as well, at the beginning at least! Of course, one week into the summer vacation, and you are longing for school to reopen again, wistfully envisaging all the free time you will have then (unless of course, you took some tips from our Issue 5 cover story on Summer Fun!)! Well, rejoice – it’s that time of the year again, time for children to pack up their school bags, take their lunch boxes in hand and step into the fray of a new term. But the most challenging thing about this is re-establishing a routine – settling into the groove once again and getting accustomed to having your life run by alarm clocks and time tables. While you will no doubt look into organising your child’s things and activities, remember that you need to also re-adjust your own schedule to complement theirs. Here’s a little something to help you so you don’t feel overwhelmed by it all – some checklists and tips that will help you transition efficiently back to school-life. 22 | ParentEdge | May - June 2012


Ring out the Old, Bring in the New The start of a new academic year is also the best time to de-clutter and clear out the mess in your child’s room, a mess that most likely has multiplied exponentially over the summer holidays! It’s time to clear out all old and unused things and make space for the new. Be sure to involve your children in this process as well so they don’t feel like you threw away their things without asking them! Sort through: • Old and outgrown clothes. • Old textbooks: check if there are any financially disadvantaged children who will be glad to use these. • Old and used notebooks: go straight to the raddiwala. • Other books: if your child has outgrown some of the books on her shelf, give these away to a library. Be sure to clear enough space on bookshelves and table tops for all the new material that will arrive with a new year at school. Countdown to the New Academic Year Shopping for the new academic year can make many demands on your wallet and on your time. Here are a few things you need to keep in mind as you prepare for the start of term :


One month to D Day Two weeks to D Day • Buy new school

• Check that any holiday

One week to D Day • Cover all the school books

uniforms if your child

homework or required

has outgrown the

reading has been

make sure that everything

old set

completed

is in working order – lights,

• Buy the prescribed

• Buy school shoes, sports

textbooks, notebooks

shoes and all other

and school-issued

accessories like socks,

stationery (unless the school has set a

• Check the study area to

condition of tables and chairs, including height • Check the condition of all

handkerchiefs, etc.

stationery items and buy new

• Buy the other school

specific date for this)

requirements– school

– including brown

bag, water bottle, snack

paper and labels

boxes, etc.

things if required »» pencil boxes: rulers, pencils, erasers »» art sets: paints, crayons, sketch

• Label all new items

pens

• Check the home

»» geometry sets

computer to make

»» project material: chart paper,

sure that it is working

fevicol, glue, craft scissors

correctly, and all

»» log books

anti-virus software is

»» staplers, cellotape, post-its,

updated

printer paper »» folders, highlighters, pen drives

Tip: Back to School Shopping • Make a comprehensive list of all the things you need to buy that your child is likely to require over the next few months, before the next vacation • Check if any stores are running sales • When you are picking up essentials for schools like socks or pencils or drawing materials, make sure that you buy some extras to store in a place out of sight and out of reach of your child Image Courtesy: Staples, Bangalore




Child care arrangements Children who go to a day care centre after school or have a nanny coming home may have had a break from this during the holidays. So it’s time to start that process all over again as well! Contact your nanny or day care centre to ensure that they are aware of term re-opening. It may also be a good idea to talk to your kids before school reopens to help them acclimatise to the fact that they have to go back to day care. This could be more necessary in the case of younger children. In the case of older children, who let themselves into the house after school, check that they have not lost their key over the holidays ! After school activities If your child has any after-school classes to attend, chances are that these will start at the same time as school reopens. Contact the classes a few days before start of term to confirm your attendance. If the activities require any equipment – books, racquets, shoes, paints, etc. – ensure that these have also been bought and readied. Also ensure that you have scheduled these classes correctly – you don’t want any unpleasant clashes in the schedule during the first week. On the day before school re-opens, make sure your child goes to bed early so as to be fresh for an early start the next day. It’s also time to bring down and dust off the alarm clock, check that it is working and set it to the correct wake-up time! You may even want to wake up your children early for a few days before school reopens, just to get them adjusted to the schedule Provisioning and Stocking the Kitchen It’s not enough to only buy and stock the things that your child will need for school. You also need to ensure that your kitchen is well stocked, at least until the next weekend, so you don’t need to run out in the middle of the week to pick up essentials. Besides checking on, and if necessary, replacing snack and tiffin boxes, water bottles and lunch bags, also ensure that your refrigerator and freezer are well stocked with the ingredients that you need to prepare quick and healthy lunches and snacks. Refer to the Tips, Tricks and To-Do Lists 24 | ParentEdge | May - June 2012

in Issue 1, where we listed lunch and snack box ideas. Ensure that you are well stocked up on juice packs, milk, eggs, and bread, besides the other things you need and use. And don’t forget to lay aside a handy supply of Ziploc bags, aluminium foil and clingwrap as well. Transport arrangements If your child uses the school bus for the school commute, then there’s really nothing much for you to do besides making it to the bus stop on time! However, if your child is part of a car pool, don’t wait till the last moment to contact the other parents who are part of the car pool and coordinate with them as to who is taking responsibility for the first day of school. Also check that you still have the contact numbers of all the parents in your car pool. If your driver drops your child off, do remember to instruct him to come on time.

Tip

You may want to put up a family calendar with school holidays for the year marked out, children’s activities, and special days at school, etc. If you have the schedule of more than one child to coordinate, this is an indispensable tool!



Boarding School Tips

If your child is a boarder going back to school, you will have to do all the things mentioned above, plus some more! Here is a checklist to keep in mind: Have you • booked your child’s ticket to go back to school for start of term? If you are accompanying her, have you booked yours? • bought all the things that she will need with her until she comes back home for her next vacation – clothes, accessories, toiletries, medicines, books, snacks? • checked that her suitcase is in good condition? • packed all her belongings and ensured that she has not left anything beyond? • packed in some extra personal touches for her to decorate her room with so she feels that it’s an extension of home? • bought snacks and food for her to carry in hand on her journey that will last her till she reaches school?

Getting in touch with school Don’t forget to send a note with your child on the first day of school or email the new grade teacher telling her of any allergies that your child may have or any medication she needs to take. If you have moved houses over the vacation, or changed your phone numbers, your new contact details need to be updated in the school records as well. Finally, once all your preparations have been made and you are set to start school again, maybe you should take some time out to check that your child is prepared as well. Many children hate going back to school after an extended holiday, especially when they have to make a transition – to a new school, a new grade, or from primary to middle school for instance. So talk it out with your child a day before term reopens and get her excited about and comfortable with change so both of you can look forward to a new school year with anticipation.

Book Review Contest Enjoyed reading a book?

Then send us a review of the book and win exciting prizes!! ParentEdge is proud to launch its first writing contest for children and teens. There are some fun prizes sponsored by Scholastic India up for grabs.

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Cross Roads


An ‘Ad-EVENT-urous ‘Career in

Event Management

“Choose a job you love, and you will never have to work a day in your life”—Confucius With the emergence of myriad new job opportunities, this sentiment has become the success mantra of today’s youth. And a sought after career today, perceived as creative and glamorous, and on many youngsters’ ‘jobs to consider’ list, is event management. The success of event management as a career in India can be attributed to the evergrowing film industry which hosts mega events at both national and international venues, as well as the growing use of corporate events for brand building and promotion.This has expanded the opportunities for people in event management within the country and abroad as well.


What does event management involve? The term ‘event management’ is selfexplanatory. All of us have been event managers in our own little way at some time or the other – be it organising a small birthday celebration or assisting at a large scale corporate event, each of which requires a sense of organisation, discipline and structured thinking. While small family events can be easily planned and executed by anyone with good organisational skills, a larger event requires time and resources beyond what any single individual can normally contribute; this is where an event management company comes in.

Cross Roads


Types of events Business-related

Social

Exhibitions Trade fairs Seminars Workshops Conferences Promotional events Brand and product launches Sporting events Government-sponsored events

What kinds of jobs are on offer in this field? • Public Relations: Managing (communicating with, negotiating deals and transactions with) stage performers, clients and artists. • Promotion and Marketing: Promoting the brand image of the event management company as well as the event, roping in sponsors. • Designing: Responsible for any or all of the design activities – venue design, promotional material like banners and posters, costumes and accessories, if any, etc. • Administration: Managing administrative tasks, such as actually planning the event, setting budgets, coordinating transportation, scouting for locations, hiring caterers, organising and decorating the venue. • Production: Shooting, editing and actually producing the audio or video shoot before, during or after the event. • Printing: Printing promotional items for the event. Ideally, a fresher to the industry should join an event management company or a media house that specialises in this area. Another interesting option is to join a

Fundraising Entertainment / parties Concerts / live performances Festive occasions Weddings

large company’s corporate marketing or communications department. Most large companies organise promotional or trade events and need in-house people to manage these. After assimilating some years of experience, you may then venture into starting your own event management agency! What you can expect to earn? Although much of this depends on the organisation you work with, typically a newbie takes home around `10,000-15,000 per month. Of course, if you start your own agency, you can earn larger amounts, but remember that the risks and investment required are also bigger!

Top event management companies in India: • Cineyug Entertainment 

• Sita Conferences   

• DNA Networks Pvt Ltd.

• Tafcon Group

• E-Factor   

• TCI Consultancy Services and ‘e’ Events

• Fountainhead  

• Wizcraft International Entertainment Pvt Ltd.  

• Percept D’Mark   • Sercon

• 360 Degrees


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Is event management for me? It is not enough to be interested in event management – you also require the appropriate skill set. While the ability to strech your imagination and creativity to their limits will aid you in planning innovative and interesting events, you are also required to have your feet firmly planted on the ground when it comes to managing tasks efficiently and effectively, with very little room for error. Patience and attention to the tiniest of details is required in truckloads. Good networking skills are essential in this ‘people oriented’ career, as well as expertise in time management and problem solving. Finally, you must be always up-to-date on the latest trends in the industry and also flexible enough to adapt to these at a moment’s notice. Take a look at some starter skills in a nutshell: • Interest in the field: to motivate you so that you give it your best! • Management skills: to manage time, stress, deadlines and subordinates. • Creativity: to nurture a simple seed of an idea through its growth stages to the final successful event. • Public relations: to manage clients, agents and professionals you will meet. • Networking skills: since this career depends on networking skills and ‘people,’ you must develop and utilise these to your advantage. • Organisational skills: to plan out tasks for you and your team, leading upto the final event.

Tip: Want to get hired by a big event management company? Glance through these quick tips, and grab those opportunities! • Keep building good communication skills with people; this will lay the foundation for your event managing career. • A graduate degree is not a requirement, but a qualification in tourism or hospitality will definitely help. • Make sure you have a well-updated portfolio on events that you have taken part in or helped with. Also keep any certificates of courses or internships undertaken.This is something event management companies will need to judge your creative skills. • Marketing skills: to be able to sell your event ideas to your clients, and later, the client product (physical, or the event itself) to the attendees! Where can I study event management? Event management companies usually look for diplomas or degrees in fields that are in some way connected to this area. You can choose to undertake these diplomas or degrees after your 12th grade or once you complete your under-graduation. Event management companies generally look for a degree or diploma in public relations, tourism, hospitality management, sales or marketing. Exclusive event management courses, on the other hand, are quite hard to come by. But here are a few:

Institutions in India that offer event management Institute National Institute of Event Management

National Academy of Event Management and Development (NAEMD)

Location Ahmedabad, Mumbai, Pune

Ahmedabad, Jaipur

Amity Institute of Event Management

Delhi

Event Management Development Institute

Bangalore, Delhi, Indore, Kolkata, Mumbai, Pune


Courses Offered • Diploma in Event Management • PG Diploma in Event Management • PG Diploma in Event Management, Advertising and Media

URL www.niemindia.com

• Diploma in Event Management and PR • PG Diploma in Event Management and OR • BBA in Event Management and PR • MBA in Event Management and PR

www.naemd.com

• Diploma in Event Management • Graduate Certificate Course in Event Management • PG Diploma in Event Management • M.A. in PR and Event Management

www.amity.edu

• Diploma in Event Management • PG Diploma in Event Management • PG Diploma in Event Management and Activation • PG Diploma in Public Relations and Event Management

http://www.emdiworld. com/india/index.html

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Outside India, many foreign universities and business schools offer a diploma or degree at the undergraduate or post-graduate level in Event Management. Some subjects you will study in your Event Management course include: • Technical and Production Knowledge • Public Relations • Marketing • Advertising • Logistics • Law and Licences • Risk Management • Budgeting • Allied Media What can a high-school student do to prepare for a career in this field? Be ‘event-husiatic!’ Event management demands both creativity and organisational capability. These can be honed in your high school years; so by the time you’ve reached the ‘job age,’ you can plunge straight into action. Involve yourself in the administration and coordination of various school events like concerts, quizzes or annual meets. Not only should you be able to visualise and


create the appropriate venue and décor for these functions, but you should also be able to ideate on and manage aspects such as the music, sequence of events and catering. Playing a pivotal role in the organisation of such events will add relevant experience to your resume before university, besides allowing for experimentation that may not be possible when you actually start working. When you are working with school or college events, you can actually have a finger in every pie and determine where your interests and strengths lie. Resources • www.eventmanagement.com: an informative website on event management • www.eventsecrets.com: has event management related articles, videos, tips and resources • www.eventmanagementblog.blogspot.com: a blog site where one can discuss all things event management • Watch http://www.youtube.com/watch?v=gpyxFyx_5iw: an interesting clip showing an episode from a TV show about event management and its challenges • Be sure to read: »» Event Management: A Professional and Developmental Approach by Greg Damstor »» Event Management by Ashutosh Chaturvedi


Cross Roads


Expert Opinion Why did you choose event management as a career option? I was previously working in Singapore Airlines, but found the job monotonous and was looking for something more exciting and challenging. When the Indian economy opened up in 1991 and invited global investment, it opened up new opportunities for event management businesses. My friend Brian and I thought we would take the plunge and experiment; we started Fountainhead, our event management company in 1992. It was a challenge since we both came from service-oriented family backgrounds, but our move presented us with an opportunity to break out of this and try something new and innovative.

Neale Murray is the Co-Founder and Managing Director of Fountainhead Promotions and Events Pvt. Ltd., a market leader in the entertainment and experiential marketing business in India.The company is now in its 16th year with offices in Mumbai, Delhi and Bangalore, and is one among the top five agencies in the country. 30 | ParentEdge | May - June 2012

Were there any specific interests or skills that you had that led to this career choice? In our earlier jobs, Brian and I had organised several special events in and around our area of work. Therefore, we had always possessed the basic organisational skills required to put an event together, only we didn’t really figure out how to use these until we decided to work in event management. Apart from this, my earlier job in Singapore Airlines gave me good corporate exposure – I was in touch with corporate India, and had built up my contact network. “To make a career out of event management, you have to be good at networking.” How far do you agree with this statement and why? I would say yes and no. No, you don’t have to be one because you can always hire this expertise or employ the right people to be on your team, who have necessary contacts. However, yes it definitely helps if you have the right contacts, it is easier to ‘set the ball rolling’ in this way. What are the different options and kinds of jobs available to a person in this field? There are five basic jobs in this field that one could be involved in: • Customer interface/service: Talking regularly to clients and building a rapport with them. You need to have good communication skills, and be a ‘people’s person.’ • Sales person/business developer: This involves a slightly higher challenge than the servicing job. People who work as business developers are in charge of contacts and also take telephone calls. They sell ideas. Additionally, these are the people in charge of bringing in sponsors, as many of the

events can be privately organised by the event management company itself. • Creative department: This is a large department, and being part of it would include either design (which includes visualising and designing for the event using computer programmes) or conceptualisation (brainstorming ideas for the final event). • Financial department: This department involves the finance organisation, and also HR people. • Production/operations department: This department actually executes the plan set out for the event. Personnel in this department deal with a variety of people, from the vendors of materials to the customer himself. What kind of educational background is expected of a student looking to enter this field? Although much of your degrees and qualifications for the job depends on the department you want to join, to be able to join a big event management company or start your own, you should have some of these basic educational qualifications – being a graduate with an MBA, BMM (Bachelors of Marketing & Management) or BMS (Bachelors in Management Studies) degree would help. What kind of events do you handle? The events that Fountainhead organises are largely corporate in nature. We organise product launches for companies like Samsung and Parachute, and we also conduct various business seminars. Sometimes we handle music festivals and sporting events. Being a job that requires limitless creativity, do you sometimes run out of ideas, and how do you deal with this? Although I am not always the one who initiates ideas, the departments do often face this challenge. So we have collective discussions as a company, which involve a lot of employees who contribute a variety of new ideas. Sometimes our customers themselves have an initial idea of what they want, and all we have to do is take it forward.

Cross Roads

Tanmai Naik joined Fountainhead at the beginning of 2012. He has been in event management for close to two years now. At Fountainhead, he is an Account Supervisor in the Client Servicing department.


Why did you choose event management as a career option? I completed my Bachelor’s degree in Mass Media and went on to do get my Masters in Marketing. I could have chosen to get into corporate marketing – the general trend – but I was excited by event management. The culture in this industry is very different from that of other fields – late nights, new challenges, travel and the opportunity to do something new everyday. All these aspects drew me towards event management. A big part of event management is making connections and building a network – how are you managing this aspect? True, at this point in time there are a lot of players in this small industry and it’s very competitive. Each one is striving to be better than the other. In this scenario, it’s not only appropriate but also necessary to keep making new contacts. I personally try and visit as many events organised in and around the city as I can, with an aim to meeting people. I am also constantly on the lookout for new trends in the market.

Do you enjoy organising non-corporate, casual events, or corporate formal ones? Why? Every event is distinct in its own way. While the planning of the events may involve similar processes and efforts, execution is a whole different ball game altogether. I enjoy all kinds of events. What I look for is the new challenge each time, no matter what kind of event it is. Can you suggest a few courses that a student should ideally take if he wants to enter this field? There are loads of courses available in the country for event management today. What you need to look out for when you are identifying a course is how ‘practical-oriented’ it is. So look for a course that exposes you to different companies, via internships and projects. I personally feel that the only way to learn the ropes is when you are on the ground, working on the job. No theoretical course is truly useful.


Hobby Horse

Coin Collecting

Coin-age Heads or tails? Have both! New coins freshly minted or old currency that was used by ancient traders back in time – own them all! The ‘tail’ of the matter Coin-collecting as a hobby began a long time ago. Infact, historical records show that it was popular in ancient Rome and during the medieval ages in Mesopotamia. Scholars and state treasuries in the ancient world catalogued coins, as did emperors and kings who indulged in this expensive pastime. Of course, aeons ago, coins were avidly collected for their monetary or bullion value, and hence this was an expensive hobby – literally a ‘Hobby of the Kings’. The ‘head’ of the matter Today’s coin collector looks for more than just bullion value from a coin – artistic value, history and rarity are also prized. And as a hobby, it is somewhat more affordable today! Sadly, coin collecting is fast losing its charm and value in an increasingly credit card/cashless world. Here’s your chance to bring it back! How to begin What you need to get started is maybe a few coins, and a coin starter kit from a toy or hobby store, comprising a magnifying glass, an instruction manual, and a coin collecting album. What to collect? Well, whatever you want to! Your coin album can include different sections on coins from a particular year or mint, some minted for a special occasion, coins from a particular country, or simply a series of coins. Where to find coins Anywhere from pocket change to banks, and local stores to local coin dealers. To start with, you could also ask your grandparents or neighbours for ancient coins they may have! Meet people who travel often and convince them to part with some of their foreign currency so you can add it to your collection. For rarer or older coins that are not minted anymore, you will need to visit a coin dealer and see if you can buy something from him or perhaps exchange coins with him. Your local coin dealer will also be able to recommend a few coin clubs to you. Once a member of such a club, you can participate in meetings, interesting coin discussions, and even be a part of an auction! 32 | ParentEdge | May - June 2012

Did you know? Coin collecting is not the same as numismatics. The latter is the systematic and scientific study of currency, and a numismatist may not necessarily be a coin collector.

Tip: Need an interesting way to display your coins? Besides flaunting them in an album or at a coin club, you can go completely ‘coin-creative’. Keep them in a glass bowl near your bedside, string them on twine to make glimmering jewellery, or stitch them onto your harem pants for that trendy look that will turn heads! Coin hungry? Decided to start a coin heritage? Find out more about this interesting hobby: • Read “Coin Collecting 101: What You Need to Know” (Alan Herbert) • Read “Coin Collecting For Dummies” (Neil S. Berman, Ron Guth) • Explore the RBI Monetary Museum, Mumbai • Check out these informative websites: http:// www.coin-newbies.com/now_what.html and www. numismaster.com • The Worldwide Bi-Metallic Collectors Club (WBCC) is the Internet gathering place for collectors interested in bi-metallic and tri-metallic coins, medals, tokens, encased coins, ecus and Euros

Globe Track

Innovative Learning Experiences

Innovative Learning Experiences

The ‘Skype’ is not the limit Yes, you read that right! The new Internet-savvy generation has ushered in the ‘winds of change’. Whoever said that “one had to fly a Boeing 747 across the skies to explore the world” obviously did not see Skype coming! This innovation not only connects hearts and minds, but also bridges gaps in knowledge and learning. Read on to find out how schools and teachers across the world are using Skype to introduce innovative learning practices. U.S.A Around the world with 80 schools! Elementary school students at the Martin Gottlieb Day School in Jacksonville, Florida, made Skype calls to as many as 51 schools and spoke to children their age, discovering through a question-answer session interesting aspects of their history and culture. These engaging conversations lasted between five minutes to an hour depending on the schools’ schedules. Martin Gottlieb is a member school of the ‘Around the world with 80 schools’ project, with more than 300 participating schools in Florida itself. To read about this project, visit http://aroundtheworldwith80schools.net and http:// aroundtheworldwith80schools.wikispaces.com One age, one voice, many nationalities Kelly Hine’s fourth grade class at Chocowinity Primary school in North Carolina read the book ‘Lewis & Clark’s Caroline Adventures’. In another instance, students from a school in St. Louis, Missouri went on field trips to learn more about the two explorers Lewis and Clark. Students from both schools were then able to discuss and compare what they had learnt, both from the book and the field trip. What started out as a field trip turned into a universal experience when shared on Skype, and Hines has now begun to do this on a regular basis. Before each call, she explores

the topic the children are to discuss on ‘Project Wiki’, so that the conversation is worth each minute spent on it. Moreover, Hines is collecting data for a graphing project in which her students will question students from other countries, on topics ranging from food to uniforms. The collected information will form part of student posts on their class blog, which itself is a reflection of the learnings on the Skype calls. Argentina and Indonesia Daily lives, different perspectives San Isidro in Beunos Aires, Argentina is the hub where teacher Christine Primoli provides opportunities for her students to compare their daily lives with children across the world, using Skype. Primoli teaches in Colegio Goethe, a German school that brings together 9 to 12 yearold kids with different native languages. The students of this school, skype with children in an Indonesian school in English. Conversations revolve around the children’s daily lives, their hobbies and the sports they enjoy, and this exercise has helped them discover the importance of learning English at school. Spain Climate curious Students at the American school of Madrid are from 50 different nationalities. When they were learning about weather around the world, they skyped with students on different continents to learn about their climate and how it impacts their daily lives. Read more about similar Skpye experiments on http://www. convergemag.com/edtech/Skype-Connects-Classrooms-Aroundthe-World.html and http://aroundtheworldwith80schools.net/


Xchange

Social Networks and Social Skills

Social networksdo they teach you social skills ?

Remember the pug that follows the little boy around in the Hutch ad? Well, the Internet is a bit like that today! Wherever we go – to the neighbourhood store to buy groceries, to a business meeting in a different city, or to an island getaway for a long vacation halfway across the world – we find it increasingly

hard to escape the reach of the virtual world. And rippling like wildfire across the Net, shrinking the world and decimating borders and distances, is the phenomenon of Social Networking. Held captive by it, we are enmeshed in a world of friend requests, tweets and blog posts.

But what is social networking really? It is a means of online interaction, a way to forge new relationships and to find and re-establish contact with old friends. Online networking encompasses much more than just communicating with people. We now look to it to perform job-related work, express our opinions, spread awareness about a cause, and so much more. Even as we discover new uses of networking and bend it to our will, Facebook and Twitter in turn enslave us further by becoming more and more time-consuming and addictive! And the inventions of smart phones and portable internet devices have only strengthened social networking’s lure, literally bringing it into our pockets and to our fingertips.

interaction centre. They revel in forming relationships online, uncaring of the fact that these relationships are publicly visible to the rest of the internet world. While the youth is typing away as fast as they can, adults are more content to just keep in touch with friends and network for professional purposes. With the rapid intrusion of social networking into every aspect of our lives, we at ParentEdge wanted to find out what people on the street had to say about it and whether any generational differences existed in the perception of its usefulness. We also wanted to discover what impact, if any, online networking has had on the age-old methods of communication; whether, in fact, social communication online has enhanced or led to the degeneration of social skills, skills such as fluent communication and the ability to establish a rapport with all people, regardless of age, gender and social and ethnic background.

Social networking’s perceived adherents are teenagers, who seem to have completely bought into the idea of a massive, global virtual 34 | ParentEdge | May - June 2012

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Parents

Teenagers

The Respondents

Dhivviaa Ramesh, Engineering Student, Chennai

Neha Thureja, Grade XI Student, New Delhi

Navya Mehotra, Law Student In UK, From Bangalore

Saksham Sabharwal, Engineering Student, New Delhi

Shraiya Chopra, Grade XII Student, New Delhi

Aria Manchanda, Grade VIII Student, Bangalore

Bharati Jajoo, Physiotherapist, Parent Of Two Sons Aged 12 And 15, Bangalore

Sunil Chopra, An Ex-Airforce Officer Currently Working As An Entrepreneur, Parent Of A 17 Year Old Daughter And A 9 Year Old Son, New Delhi

Suman Thureja, Speech Therapist, Parent Of A 16 Year Old Daughter And A 9 Year Old Son, New Delhi

Jaya Mehrotra, Counsellor Parent Of An 18 Year Old Daughter And An 11 Year Old Son, Bangalore

Rashmi John, Teacher, Parent Of A 15 Year Old Son, Bangalore

Chella Raghavendran, A Chartered Accountant, Parent Of Two Children, Coimbatore


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Teenagers’ Speak Are you active on social media sites? What do you use these for? “Yes. During the holidays when we don’t go to school and want to chat, my friends and I fix a time slot during which most of us are online and we chat – for free! But when school is on, I hardly access FB due to lack of time. I have observed that some of my friends are so obsessed with FB that if they don’t check their account daily they are pretty uneasy. I use FB once a week to stay updated.” “Yes Facebook primarily, to keep in touch with friends, especially those who are now in different cities. Also, I use it to share some interesting media – pictures and videos – with friends having similar interests.” “Yes I am active on social sites like FB and Orkut – I use these to re-establish contact with my long-lost friends.” “Yes on FB. It helps me to connect with people from all over and makes it easier to stay in touch with people. I meet people at conferences and competitions and it’s so easy to keep in touch over FB, especially when you are not close enough to some people to keep in touch with them over the phone. Social networks are also recreational.” What do you like about online social networking? What are the benefits? “It’s entertaining as we share jokes, videos etc. For me, the main benefit of social networking sites is that we can discuss various topics regarding school – novels, subjects, friends, etc. We can also share pictures, exchange files and co-ordinate group projects online.” “The ease with which it allows me to stay in touch with far-away friends, who otherwise would have been long forgotten. It helps me stay in touch with my past, the cities I have lived in, the people I have met, my alma maters. It keeps me informed about school reunions, birthdays and anniversaries. It helps in establishing contacts for future references and keeps me posted about the happenings in other people’s lives, where they are right now, what they are doing, etc.” “I like social networking because I can reconnect with people I haven’t seen in a long time and even with my everyday friends – I can chat with them online for free instead of wasting my money on phone calls. I also get to stay updated on all the events going on in peoples’ lives and I get to tell people about the events going on in my life.” “Keeping in touch with friends, yes, but FB is also useful to my work. My university has many pages on FB – the law group page, freshers’ page, hall page etc. Whenever I have any questions or doubts regarding coursework I can go on one of these pages and get help. A lot of my law school peers are out there having discussions on various law-related topics. Through FB I can also find out about firms that are coming to make presentations at school and decide whether or not I want to attend those. With FB, a number of unexpected friendships come your 36 | ParentEdge | May - June 2012

way; it’s easier to break the ice, and you have more time to think of what you are going to say.” What do you dislike about it? What are the disadvantages? “The most irritating thing about social media is that it can get quite monotonous. Some of the disadvantages are that it is time consuming and can pose security issues. Also, spending time on FB is not really productive.” “The thing I dislike about social sites is that most of the times they are used as a platform for verbal abuses and gossiping, rather than networking. People who are part of a particular group get into arguments and fights that can get very personal at times. Uncensored matter finds its way on to the forums as well.” “’Addictive and wastes time. I generally plan to stay online for 15 minutes but end up wasting an hour! Identity theft and misuse of pictures is another headache. You have to be careful about what you post online. Also it’s very difficult to express your emotions through chat and IM. If not put into proper words, what you actually want to convey can easily be taken out of context by the person at the other end. It’s easy to hurt other people’s feelings and disrespect them if one is not careful enough. Moreover, what you post online remains online, because no matter what they say, Facebook’s privacy policy is as reliable and trustworthy as the American economy!” “It’s a little distracting, you know too much about people through FB!”

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Is social media addictive? Why or why not? “Not always, but sometimes. For instance, if I have posted a video, photo album or anything, I keep thinking about whether someone has commented on or liked my post, what comments it gets, etc. This actually hampers other activities in which I am involved and because I am thinking about FB, I am unable to give my 100% to the work I am doing.” “Yes it is addictive. Once you are online, there’s so much of information overload that it is very easy to lose track of time and end up wasting time. A good amount of self-control is required to avoid addiction.” “Yes to an extent – if you are very active on social sites, two hours seem like only two minutes!” “Yes it is because I always have something to post about. And then I keep checking to see if my network has commented on my post. Also, I want to read about things that are going on in other people’s lives.” “It is addictive but I have to be on it because everything important to me is on it. If I need to contact someone or if I have a doubt or question related to my coursework then I go there. I generally visit FB for work related stuff but then get distracted and end up spending more time than I originally intended to!”

What impact have these sites had on your social relationships? “A positive impact – now I am able to communicate well even with strangers.” “I’ve been able to catch up with my friends across the globe and build up good relationships and an enriching network.” “They have helped me in maintaining very good relationships with people who were close to me at some point in my life but now are geographically far away and inaccessible. People who were casual friends and acquaintances have remained that way; these, I’m sure, would have fallen by the wayside if not for Facebook. In some cases it has helped me strengthen my relationship with a few people who I didn’t know very well before. Nowhere has my relationship with anybody deteriorated due to social networking.” “Social networks don’t always have an impact on my social relationships because social networks are a whole different world for things that no one wants to talk about in person. But sometimes if a rumour or something like that is posted on FB, it then spills over into school and face-to-face interactions, and then it doesn’t always end so pleasantly.” “No impact at all. It has not affected my social relationships. But it does bring a little more clarity into relationships. With FB and other social sites, there is never an excuse to not keep in touch. If any of my friends have not bothered to keep in touch despite being connected on FB through either chat, wall posts or messaging and I know that they have been active on FB, then the next time I am in town I know who I should meet and spend time with and who I should not.” May - June 2012 | ParentEdge | 37

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“It does not affect it at all...it’s just something on the side. For instance, with my really close group of friends at university, we do not use FB to stay connected with one another. It’s only when we are vacationing in different parts of the world that we use one common FB email to stay in touch.” How do you think social media affects personal one-to-one communication, whether in person or over the phone? “I’m a pretty friendly person and it’s usually very easy for me to start a conversation with anybody. I have certainly heard of some cases where people who are in touch with each other on FB don’t even acknowledge each other in person, but in my case it’s not like that. But then it also hasn’t improved personal communication for me apart from the fact that now when I’m talking to someone I’m more aware of the person’s interests and likings and her current situation. Overall, there hasn’t been much effect on personal one-to-one communication.” “While it definitely helps your typing skills, one-to-one communication does get affected! If you are chatting online with your friend you can’t really see her expressions and she yours, so you might type something that means ‘x’ and your friend can understand it as ‘y’. This does not happen in face-toface communication where you use your tone and gestures to express your meaning.” “I think sometimes we rely too heavily on texting and messaging, and fall out of practice when it comes to calls and face-to-face conversation. And the latter are very important social skills. However, such cases border on extreme, and aren’t exactly common, what with cell phones and social get-togethers.” Is there any aspect of social life or are there any social skills that you feel have improved thanks to social media? In what way ? “I am actually a shy person but by using social networking sites I learnt to communicate well and openly with my peer group and teachers.” “It’s easy to talk to someone personally if you already know the background details of that person through FB. It gives you an insight into common interests and once you catch up with those, conversations get easier and more comfortable even faceto-face.” “Yes, thanks to social networking you are able to connect to old friends, which would not have been possible otherwise.” “Yes I do think some things have improved because thanks to social networking, you start understanding your friends better.” “Well, it’s definitely easier to arrange get-togethers with your friends!” 38 | ParentEdge | May - June 2012

What about aspects of social life that have been adversely affected by social media? “Social media sites encourage people to show off. You are not your natural self online; you want to prove yourself superior to others by making more online friends when you should be making more friends in the real world.” “The language we speak and our behaviour towards fellow men. On social sites people are very comfortable, relaxed and casual; a lot of shortened lingo is used during chatting and this casual attitude gets carried into the work environment and into our personal interactions.....people are way too casual nowadays.” “Personally, I would say none.” “Things spread very quickly and I may not want people to know about some of the things that someone else may post about me online.” “If I go to a party and don’t know too many people too well there in person, I realise I still know so much about them through FB and that somehow feels wrong! It works the other way around too, they probably know as much about me. I can’t really get them out of my FB friends list...that would be rude, but I think it’s important to be a little selective about what you put out there for others to see. If you have 700-800 friends on FB then it is very hard to segregate who sees what. But over time I think it is important to keep your friend list updated. For instance, I was obliged to accept friend requests from juniors in school but I have deleted them now.”

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Parents ’ Speak Do your children have an active presence on social media sites? Do you know what they tend to use these sites for? “Yes to communicate and feel connected to their peer group – I hope! I know someone who stayed off social media because he felt it’s a distraction in his work day and everything seems so superficial. It really does not connect people at a deeper level.” “Yes, my daughter who is in class 11 has an FB account on which she is fairly active. She basically uses it to discuss things related to school activities. Children also share jokes, pictures and updates about their school, etc.” “Yes my daughter who is 18 is very active on FB. My son who is 11 is not, but says that a number of his peer group are on FB too. Now my daughter is studying in London, but when she was at home I kept a check on her online activity. I was not happy about her level of online activity when she was in the 11th and 12th. We took her laptop away when she was in the 10th and 12th grades for about eight weeks during exam time. Now I am quite hands-off since she is at university. She uses FB for communicating with her friends. She also gets a lot of school

related info on it. I can access her page through my account of course, however I visit FB very infrequently.......once in 2 weeks, so I am typically very behind in reading her updates.” “My children are not active on the social networking sites. Their school has asked them not to be a part of these networking sites and they have discontinued using them.” Do you think that social networking has any advantages to offer your children? “Yes, previously, my daughter was shy and introverted, but now she has a lot of friends on FB and I feel that she has become more open, social and communicative. It also broadens her outlook and has taught her to be accepting and non-judgemental about her friends. I am quite happy about that.” “Of late I have felt that a fair amount of my daughter’s support group at University near London are kids that she met on the University freshers’ group on FB. She connected with them on FB and then met some of them in Delhi. She got a lot of help from them when she moved to university, and settled down

well with their help. Since they had already connected on FB, they were very comfortable when they met. Also I see that a number of friends who live abroad use FB to communicate with their friends and family back home, including sharing pictures of the kids, etc.” “I would prefer that my children access these sites after the age of 16 when they will be more responsible. Till that age, they don’t gain anything out of these sites.” What do you dislike about social networking? “Children are addicted to it and waste a lot of time which instead can be utilised for academics and outdoor games and sports.” “I dislike the fact that it is time consuming, especially for school-going children. The things they discuss are quite irrelevant at times. Also, they seem to spend more time on virtual relationships which is quite scary. They are closer to friends than to their family.” “It consumes too much time. Sitting on a chair and being online for long periods of time is unhealthy. It is difficult to determine what is required and what is a waste. My biggest fear is how public are the pictures? Who will access them, how will they be perceived or used, etc.?” “It is quite addictive and you expect a response for everything you post. Invitations or friendship requests from unknown people are annoying.” Do you think that your children are addicted to social networking? “Personally speaking, my daughter is not addicted to social networking. It is only when she has put up some status updates or pictures that she becomes a little obsessive about checking her page at regular intervals.” “Yes they are. My daughter can’t stay away from it....” May - June 2012 | ParentEdge | 39

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What impact have these sites had on their social relationships? “Sometimes I feel my kids are more connected to the cyber world than the real world around them.” “Children are constantly on computers and mobiles and are not interested in meeting friends and relatives.” “It is sad that these social networking sites make them less social and aloof in the real world. Children of today’s generation are mostly impatient, aggressive and believe in instant gratification. The socially acceptable traits of sharing, compassion, love and understanding seem to have taken a backseat. They don’t go out to play outdoor games and activities which inculcate social values of sharing and camaraderie. They are more comfortable sitting and chatting from the confines of their room. The Internet has shrunk the world and brought us closer but it has threatened to push us further apart in the real world.” “My son has maintained relationships which he would not have otherwise.” How do you think social media affects personal one-toone communication, whether in person or over the phone? “I haven’t seen many ill effects yet but I think that it can get out of control in terms of time spent and not having time for more enriching communication in person.” “Children today feel comfortable chatting on these sites instead of discussing or talking to one another one-on-one.”


These websites can also probably improve your sense of humour and make you witty!” “Yes, children have become more confident and bold in interacting with strangers and acquaintances. They have a certain level of comfort when talking to their teachers and seniors that we did not have. They can take up new tasks with ease and are more global in their approach. Also thanks to online networking, there is more cross-cultural harmony which is bringing the world closer.” “I don’t think anything has improved.” “Well, for me personally, I have been able to track my school buddies and we are now meeting twice a year to celebrate our long standing friendship.” What about aspects of social life that have been adversely affected by social media? “Personally I have not seen many adverse effects. I feel that some people are on it because they have more time or they are very outgoing and probably this is one more outlet for them.” “Children are addicted to chatting on these sites, commenting, sharing pictures and expecting comments from their friends. They do not feel it necessary to meet them in person, and stay confined to their rooms on PCs and mobiles.” “Social media has adversely affected social life in various ways: addiction to social sites, virtual bullying, feelings of rejection, loneliness and social inadequacy, losing out on offline friendships, faulty self-expression and threats to privacy.”

“Social media definitely affects one-to-one relationships in person and over the phone as well. People are often comfortable communicating on social sites but find it so difficult to communicate in person as other factors like body language, voice modulation etc. come into play. You are more careful when you are talking to someone in person.”

“I do not have to disclose my social life to everybody. Sometimes, it so happens that friends who are on the networking sites post something which you wouldn’t like too many people to know.”

“I think it has made children less articulate in a face-to-face conversation.”

busy communicating to think, too busy

“Social media is not the only cause for deterioration in communication and interpersonal relationships. Email and other modes of electronic communication have weakened the personal relationships we used to share with our friends. We have too many acquaintances today and not enough good friends.” Is there any aspect of social life or are there any social skills that you feel have improved thanks to social media? In what way? “There are many people who can communicate a lot in a few words – and this is a skill that is encouraged by social media. 40 | ParentEdge | May - June 2012

“People complain that they are too communicating to create, and in a final paradox, too busy communicating to fully connect with the people who matter.” – Sherry Turkle,“Alone Together:Why we Expect More from Technology and Less from Each Other.”

- Interviews compiled by Karan Arrora

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Point of View Karan Arrora,Teenager

What a Tangled Web We Weave…. “Social Networking – a movement that captures people all over the world in a web of computer screens, profile pictures, and every little detail of what their “friends” or “followers” are doing. India too is no exception to the insidious spread of social networking, with most teenagers, and many younger children, socialising online. Generational differences leave their mark on networking sites as well; while teens use these for entertainment and to make new friends, adults seem to be more inclined towards using these as a means of connecting with long-lost friends or people they would not be able to stay in touch with otherwise. In addition to this, they are also active on professional networking sites such as LinkedIn. With Facebook being perceived as ‘ubercool’ and literally the place to hang out, peer pressure to get on the site can weigh heavily upon a teenager’s shoulders. However, I am a teenager myself, and I’m not on Facebook, or Orkut, or Twitter. I have chosen not to participate in a world of, what I perceive as, shallow relationships and mostly useless socialising. When I see a couple of my classmates’ profiles, I can’t help but feel immensely puzzled at the way in which they have to tell each other about every little detail in their lives. Some also feel the need to be seen as more intriguing or attractive, so they go to the extent of hiding behind a “cool” façade, attempting to be what they are really not!


Personally, I much prefer communicating with my friends in person, faceto-face or over the phone, where I can understand every nuance and can use gestures, expressions and tone of voice to help me interpret and decode the meaning behind words. I also don’t want to spend hours on impersonal and indiscriminate socialising, while also inadvertently letting slip personal details to the world at large. I am, however, active on a forum called Figment for young, aspiring authors who can share their ideas and writing and discuss these with like-minded individuals. I can still make new friends and communicate with my fellow writing friends; it’s just that, simultaneously, I am honing my skills and working seriously on something which I want to take up as a career. On Figment, I find myself alluding to Shakespeare’s Julius Caesar while asking my friend if he can meet me for a movie. Other similar websites that are, in fact, more about networking in the original sense, as opposed to socialising, are Flickr, which can be used by young, budding photographers to share their pictures, or Deviantart, which enables people to share and get feedback on artwork. If I wanted to express my views or discuss something I was interested in, I could also look to setting up a blog on the matter in question. Competition for the best university or school is only increasing; why not enjoy talking to your friends while working on exploring a passion and strengthening your resumé? Websites like Facebook aren’t bad by themselves. After all, they enable us to keep in touch with those who are close to us, save us money by enabling free conversations, and generally allow us to enjoy ourselves. However, it’s imperative that we recognise how to control these forums, and not the other way around. I don’t want to know about how that boy I met once at a friend’s party missed Tendulkar’s half century because he had to use the bathroom. I don’t need to know about every little opinion someone has, or that my third cousin ate porridge for breakfast last Sunday. Networking is fine in moderation. I’d much rather be engrossed in the finer points of someone’s great writing than wonder why “Bob likes this”.

I am, however, active on a forum called Figment, where young, aspiring authors can share their ideas and writing and discuss these with like-minded individuals. I can still make new friends and communicate with my fellow writing friends; it’s just that, simultaneously, I am honing my skills and working seriously on something I want to take up as a career.


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Anand Kalidass, parent The Social Network Anand Kalidass, an alumnus of BITS Pilani and IIM (Calcutta), with 30 years of experience in Management & IT Consulting and Services, is more approving of social networking: “I am on Facebook and LinkedIn and use them frequently. I interact on FB, perhaps two to three times a day and also an hour at night. LinkedIn – I check a couple of times daily. There is so much we can do today, thanks to online social networking – keeping in touch with friends, tracking birthdays and events, tracing and getting back in touch with long-lost friends from school and college days. But besides the obvious like these, I personally use FB to follow thought leaders and magazines such as Nicolas Kristoff of NY Times, Michael Arrington, Erick Schonfeld of Techcrunch, Mark Zuckerberg, Sachin Bansal of Flipkart, Techcrunch, Mashable, Buddymedia, as well as pursue other interests like Tull & Pink Floyd on Music, Infy, Crickinfo and the like. And of course, social networks also give me opportunity to express my own views from time to time; I may have nothing special to say, but at least I have a group of friends online to say it to at any time when inspiration strikes!

The Importance of the Silent Language In 1959, anthropologist Edward T. Hall spoke about the importance of the ‘Silent Language’ in a conversation – nonverbal communication such as body language, facial expressions and gestures that convey emotions and meaning. These help a listener understand what the speaker is actually saying, beyond the words he uses. It provides a subtext to the conversation, if you will; one that is missing from online conversations. Inserting smiley-faces is not really the same! The inability to read posture, gestures, eye movements, expressions, tone of voice and other non-verbal behaviours can often lead to miscommunication and error.

I personally use FB to follow thought leaders

If FB is about sharing and expressing, LinkedIn for me is more about knowledge gathering – from posts and reports. I am aware of where every connection is career-wise, and this is of help to me when I need something specific – I can pinpoint the right person who will be able to help me.

and magazines such as Nicolas Kristoff of NY

Social networking has changed the face of relationships and interaction. It has enabled wider and deeper connectivity. Pre-FB I would meet my friends once in a way, and probably email them occasionally, but now, since we have taken our relationship online, I can be in touch constantly. Sharing is instant, as and when an event happens, a thought strikes or help is needed. Group level interactions are enhanced as well. And it helps that FB is a nobrainer and so simple to use! Interestingly enough, I have found that not only does something like FB help break the ice with new friends, but also patches up relationships that go awry!

Buddymedia, as well as pursue other interests

The important thing to remember is that these online forums are not merely social in nature; they are actually more about social-enabled knowledge and thought enhancement. They have 42 | ParentEdge | May - June 2012

Times, Michael Arrington, Erick Schonfeld of Techcrunch, Mark Zuckerberg, Sachin Bansal of Flipkart,Techcrunch, Mashable, like Tull & Pink Floyd on Music, Infy, Crickinfo and the like.

an important role to play in mobilising thought, support and action – think the Anna Hazare movement. And at the initial stages at least, online networking makes it easier to connect with people – where face-to-face is not always possible thanks to distance. If you feel that conversation is asynchronous, voila! you have the instant chat! These online networks can also help the shyer elements overcome their timidity or hang-ups, and make it ‘easy’ to communicate. That said, digital communications can never ever replace the warmth of a face to face - conversation, a hug, a hand-shake and shared laughter! In any case, I don’t think the idea is to replace personal, in-the-flesh relationships, only to strengthen them a little more and keep the conversation flowing – until the next time you meet.”

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Each of the four persons – Ram, Shyam, Arjun and Bhim – played one game each, against the other three in each of the three events – Chess, Bridge and 155 - 68

60 + 5

25 × 5 - 133

90-30 + 7

10 + 9 - 2

3+16-4

201 ÷ 3

15 + 45 (12 – 3) × 6

256 ÷ 8 90 + 40

9+5+5

7- 3 + 8

60 75 – 25 × 3

75 - 21

48 ÷ 8

The questions in the outer edges have no matches.

2

201 ÷ 3 2 + 20 – 3

(12 – 3) × 6 4×3×1

3

4 6–7+2

25 + 78 – 90

(10 + 15 + 4) × 3

6

100 – 27

83 – 11

12 × (15 – 9) 5 + 13 × 8

9+5+5

25 × 5 × 4 - 133

26 – 3 × 2 17 × 2

155 – 68 90 – 30 + 7

7–3+8 75 – 25 × 3 48 ÷ 8

b. In which event was there equal number of wins and losses? c. Who did not win at least one game against every other person? d. Which of the following statements is true? (i) Shyam and Arjun won equal number of games (iii) Bhim won all the games in Bridge

20 + 8 + 6

90 – 18

a. How many games did Arjun win in Carrom?

(iv) Arjun did not lose a game in Bridge e. Whom did Arjun win against in Bridge?

Consecutive Seven: With numbers from 0 to 20, make seven subsets each consisting of three numbers so that the numbers in each subset, when added together, give seven consecutive numbers.

Answers

9

Shyam won only one game in Carrom against the person to whom he lost in Bridge

(ii) Ram lost all the games in Carrom

3×4+2

8

3 + 16 – 4

100 ÷ 5

12 × 5 + 9 + 4

(21 – 10) × (8 ÷ 2)

7

(16 + 42 + 30) ÷ 2 75 – 21

19 × 40 ÷ 20

5

(2 × 7) + 15 ÷ 3

100 – 17 × 5

70 + 5 – 2 16 – 4 × 4

Ram lost all games in only one event, but it is not the event in which Bhim won all the games

400 – 26 – 7 12 × 2 ÷ 3

Shyam lost only two games to Bhim, who won seven games

5

1

5-2 10 × 6

9

90 - 18

6

6-5 6+4-2

Arjun and Bhim won against Shyam in Chess and Bhim won against Shyam in Carrom also

1)

19 + 3 - 5

answers at the bottom and top edges of adjacent cards also match.

73

4×3×1

4

2+20-3

Ram won in Chess only against Arjun and Bhim and he won three games in all

1

100 – 27 17

Carrom. None of the games ended in a draw. It is known that –

2

(6 – 3) × 8

answers on the left and right edges of adjacent cards match.

56 ÷ 8

2) a. 1 b. All the games c. Arjun d. (i) Shyam and Arjun won equal number of games e. Both Ram and Shyam

17 × 2

3

20 + 8 + 6

70

8

9+5+5

26 – 3 × 2

7

3×4+2

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Book Worm

Books for Children

Books For

Children

Image Courtesy: Landmark, Chennai

Age Group: 3-5 Years A Little Princess Treasury Tony Ross Harper Collins A Little Princess Treasury comprises a series of books that describe anecdotes in the life of a three year old princess. Using humour, colourful illustrations and even outrageous examples, the books deal with the typical situations in a toddler’s life as she makes the transition into childhood. So while one book has a story about

the princess going to her friend’s house for the first time without her mother, another shows her refusing to wash her hands. While another deals with making a visit to the doctor. The books capture how toddlers think, feel and react in a funny way that will have your child laughing out loud, while also helping her deal with her own fears and dislikes.

Age Group: 6-9 Years The Wishing Chair Series Enid Blyton Egmont Books Ltd. First published in 1937, The Wishing Chair stories begin with Molly and Peter going shopping to buy their mother a birthday gift. Frightened by a sudden commotion in the antique shop they are visiting, they huddle up in an old chair, wishing that they were at home, when the chair flies out through the door and takes them home. What follows is a series of magical adventures where the children fly to enchanted lands and run


into fantastic adventures. They even rescue a pixie, Chinky, who then comes to live with them. And like any other Enid Blyton story, this series teaches children old-world values of friendship and loyalty, honesty and perseverance, courage and selflessness. Children will love reading about the adventures of Molly, Peter and Chinky, fantasising about lands and beyond the boundaries of imagination, peopled with magical creatures. Even adults will not mind revisiting these lands through the series!

Book Worm

Books for Children

Age Group: 10-12 Years Totto Chan, The Little Girl at the Window Tetsuko Kuroyanagi Kodansha USA This book focuses on unconventional education and the kind of values it instills in children – a theme explored through the story of a little girl called Totto Chan. The story is set in Japan during World War II and begins with Totto Chan’s expulsion from school. Her mother concludes that what Totto Chan requires is a less stressful school environment where she can thrive, and admits her in a new school, whose Headmaster is the benevolent Mr. Kobayashi. The two connect instantly. The book takes you on an enthralling journey as you are introduced to the friends that the little girl makes. You

experience the things that she learns, and see how she becomes a joyful and enthusiastic child. Mr. Kobayashi is the perfect headmaster, tenderly careful of all the children, and nurturing them as if they were his own. The story ends with the bombing of the school, which is never rebuilt. A delightful read, the book takes the reader on a journey of a little girl’s self-discovery. It is a book all children can relate to, exploring as it does the fears and joys that every child feels. For those of us who have forgotten how joyful it is to be a child, this book shows us once again how vibrant the world looks through the eyes of a child. Totto Chan is sure to touch your child’s heart!

Age Group: 13 Years Onwards Prince of Ayodhya (The Ramayana) Ashok Banker Penguin Books This book is a roller-coaster, nail-biting ride of princes, asura and demigods. Recreating the classic Ramayana, Ashok K. Banker keeps the reader engaged over seven books (the last one to be published in 2012), until the last page is turned. The reader is sucked into the story of how Rama is entrusted with the huge responsibility of saving Ayodhya. His brother fights beside him, and he is guided by the wisest gurus, but ultimately, Rama must fulfill his destiny, and protect holy Ayodhya from the most powerful of all asuras. He also battles to regain his kidnapped wife, a pawn

in the epic battle between good and evil. Banker reinterprets Valmiki’s Ramayana to present a story abounding in imagery, philosophy and devotion. He successfully brings back, from the mists of ancient time, the eternal battle between good and evil, recreating it with the magic of his words, that the world is forever enchanted by the heroic exploits of Rama and his mighty army. The book is an aweinspiring read for people of all ages – a recreation of a story that all of us are familiar with, but still worth revisiting time and again. Banker has successfully introduced a story as old as time to a whole new generation.

Age group: 13 Years Onwards non-fiction Horrible Histories Series Terry Deary, Peter Hepplewhite and Neil Tonge Scholastic This series takes the reader on a gory journey – offering a gruesome look at the history of our world from prehistoric times through World War II. An accurate account of history, it has been designed to entice children, especially young boys, into reading about the significance of the past. The books use cartoons, graphs and charts to convey vast amounts of information, and also provide a brief but humorous look at life through the ages. Each book comes with

small cards depicting historical places, events and people, as well as a collection of timelines. Some of the books in the series are based on a particular city, rather than a nation, or a particular time period. Horrible Histories are an excellent series of books that can be used to get children interested in history. Children and adults alike can learn many things about the history of the world, while being entertained by the illustrations and little nuggets of information right through.


Book Worm

Books for Parents

Books For

Parents Show Me You Love Me: A Parent’s Fun Guide to Teaching Children They are Valuable Tara Koeber Beatify Books This highly readable book tells parents about how the little things they do can make a big difference in their children’s lives. Almost all of the suggested activities in the book take hardly any time, and yet, they go a long way in helping to strengthen the parent-child relationship. An activity is listed for each day of the week, some of which do not take even five minutes, but are guaranteed to put big smiles on both

the parents’ as well as the children’s faces! There are also little inspirational quotes on several pages, which remind parents about how truly remarkable their children are. The great thing about the book is that all the activities are easy to do, and hardly need any prior planning. The book can help parents discover ways to bond with their children, transforming mundane into the most exciting part of the day. A must-read for every busy parent!

Life Lessons Harry and Melissa Harrison Workman Publishing Often, the simplest thing makes the most difference to kids. But parents tend to forget this sometimes. It’s at times like this that the ‘Life Lessons’ series come handy. These books are packed with wisdom and humour and subtly remind parents about how the important things in life are to be had for free, and are so small that they are easily missed. The series contains


advice, offers parenting expertise and also tips on how to just unwind and have fun with children. The Life Lessons series is not a parenting bible, but serves to guide the parent on the complicated journey of parenting. The series deals with relationships between mother and son, father and son, daughter and mother, father and mother and so on. So there is a book in this series for anyone who is a parent!


Building Blocks

Learning Through Play

All Play Is Work! –


»» Distressed that your child spends too long playing around, and less of it ‘studying’? »» Concerned that other children may be acquiring many more skills at her age? »» Overwrought that your child needs to develop additional skills for her school interview?

Albert Einstein once stated — “Play is the highest form of research,” but it doesn’t take a genius to understand why. The verb ‘playing’ connotes different things to the adult and to the child. Adults use the word to mean recreation, while children play all day long, and their recreation is to sleep. Therefore, play is to a child what work is to an adult; in another words, the child’s work IS to play!

If you answered in the affirmative to even two of these questions, you have just been diagnosed with ‘parental paranoia’. Pause before you panic further, because the cure for this is simple. The solution to your ‘problem’ lies, in fact, in what you observe your child doing naturally everyday – with just a little bit of monitoring and modification thrown in to enhance its effectiveness — namely, encourage your child to PLAY!

Play forms an integral part of the child’s learning process. To begin with, playing builds a child’s imagination; simple everyday objects become stimuli, representing other things that your child desires to be or have. Channelling their ability to pretend, children can transform a few pots and pans into a drumset, and themselves or their friends into superheroes. The roles that they assume in the process of pretend play symbolise the life roles they actually play or would like to play, or situations they actually face, albeit exaggerated. Using play, children interpret dramas of everyday life, and practise the rules of social behaviour. In this way, they learn the social skills of negotiating, co-operating and sharing, especially during playdates.


Building Blocks

Additionally, play helps advance physical development. Activities like running, throwing and pedalling can help develop large motor skills. Playing with blocks teaches children about gravity and balance, and improves adroitness that they can then apply to everyday situations, such as changing or feeding themselves. Blocks are also a medium of cognitive development since they teach children how to differentiate between shapes, textures and colours. Playing also teaches language, motor skills and hand-eye coordination. While word games and riddles accelerate language abilities in children, motor skills and hand-eye coordination are best augmented by educational toys (see box) which can be used by parents to help children learn a variety of skills. These toys are designed to enrich social, emotional and physical development within the age groups they are targeted at, and involve and engage a child in her learning process. Most importantly, educational toys help a child learn essential skills and concepts while still having fun. In her mind, she is playing, in yours – she’s learning! Another reason that parents are increasingly turning to educational toys is to train their children for school interviews. Despite what the legislation of our country may say, many schools still organise interview or ‘observation’ sessions where the child is ostensibly observed at play. Such sessions not only test a child’s verbal skills (examined through basic questions), but also assess a child’s fine motor skills – by observing how children play with clay dough or beads – as well as logical abilities – by observing how a child solves a puzzle. In some cases, these interviews also measure the physical ability of a child by allotting her tasks like jumping or running. Since such skills can be best acquired through the play method, the use of educational toys is expedient. Educational toys: edifying but expensive? Switch to a toy library! Toys, as we all know, have limited reuse value, especially those that require children to solve problems, reason out or complete a puzzle. Once solved, the toy loses its value in the child’s eyes. Additionally, the best educational toys today are made with highquality materials and may not always be cheap to buy.


What Can I Learn Today?

Different games and educational toys can instil different skills in children. Here are some illustrative examples: • Stacking toys (colourful rings, baby block towers): refine motor skills, hand and eye-coordination skills and problem solving skills • Lacing toys (shoe laces): improve concentration and patience, and build fine motor skills • Bead maze toys: teach children shapes, colours, spatial thinking, problem solving and fine motor skills • Puzzles: since these require matching, sorting and problem solving, children learn logical thinking. Moreover, picking and grasping puzzle pieces help develop fine motor control, which helps children develop the ability to write much faster. Children also benefit emotionally – solving puzzles leads to a sense of achievement, of having completed something, and of possessing the ability to solve problems speedily • Chess/Checkers/Ludo: encourages strategic thinking, which is relevant to the real world

A word of caution here – there are a number of toy libraries mushrooming all over the place, but be sure to make the correct choice for your child. A toy library should have toys that are scientifically conceived by trained and knowledgeable people – people who can guide you based on what your child needs; they shouldn’t merely be provision stores with ornamental toys on their shelves. Image Courtesy: Play Smart Toy Library, Mumbai

We are therefore witnessing the growth of educational toy libraries across the country, to cater to the growing demand for educational toys. As the name suggests, these are libraries from where you can borrow toys for your children to play with and then exchange them for new ones, on a weekly or monthly basis. These libraries are based on a simple principle: the skills and concepts that children need to learn between the ages of one and six remain the same. Children learn best by repetition, but you need to repeat the concepts and not the toys themselves if you want to avoid boredom. Therefore, children must be stimulated with a variety of toys and learning aids, and this is what toy libraries offer; an array of toys at such a library can inculcate a particular skill like visual discrimination while another set of toys can teach hand-eye co-ordination and concentration. May - June 2012 | ParentEdge | 49

Building Blocks

Parents at Play Your role as a parent should not end with enrolling in a toy library and borrowing toys every week or month. It’s your job to monitor your child’s play and ensure that she is actually learning. Many educational toys require an adult to sit with the child and teach her how to manipulate them. Left to her own devices, your child may not even understand the purpose of the toy, let alone use it correctly and effectively. Of course, never underestimate the power of free play, where the child is left alone to devise games on her own and make do with what she has around her to keep herself occupied.


• ATLAS: Word building using place names; teaches geography • Kneading dough in the kitchen can teach children fine motor skills • Keep a box of everyday items like toy telephones, notebooks, plastic dishes or coloured blocks handy so that children can ‘pretend play’ • Arrange playdates with children of the same age; this will encourage ‘parallel play’ which helps develop social skills (refer to our Tips, Tricks and To-Do Lists article in Issue 4 on Planning Playdates and Sleepovers) • Encourage your child to participate in physical activities like hide and seek, dancing and riding bicycles, rather than in sedentary ones like watching television Interactive Initiatives: While actual wooden and plastic educational toys have benefits of their own, one way to make a child’s learning process more interactive is to use educational CDs. Most of these are great tools to lay the foundations of both mathematical and linguistic skills, whilst fully entertaining and engaging the child. Additionally, such interactive games involve the use of a computer, thus teaching children technological skills at an early age, while also enhancing their motor skills (manipulating the mouse is definitely a skill!). However, as we all know, technology has its own disadvantages, and it is for the parent to ensure that the child is not so addicted to technology that it becomes detrimental to her holistic development by depriving her of the time she would otherwise spend reading or on physical activities. Some of the great educational CD series for children between the ages of two and six are Reader Rabbit and Jumpstart. You can also find a number of interactive story CDs. Check out online educational games websites such as http://www.learninggamesforkids.com/. So as you have probably realised by now, the options for your child to learn as she plays are numerous. It is upto the parent to choose wisely and guide the child to explore and learn even as she is having fun.

And don’t depend wholly on toys and games to teach your child. You expect your child to be creative – why not show some creativity yourself? There are so many ‘home’ games that you can play with your child that can teach her, while simultaneously entertain her. Here are a few DIY game ideas: • Teaching colours, shapes and sizes using pots, pans, fruits and vegetables • Incorporating numbers and colours in everyday conversation. For instance, you can send your child to a cupboard and tell her to pick out three red colour t-shirts, or simply ask her to identify the colour of the dress she wears each day • Playing ‘I-spy’, by thinking of an object in the child’s environment, telling her the starting letter, describing it, and asking her to guess the object – this helps teach basic phonics • Playing simple games while travelling by car; games which test speed and presence of mind. For instance, you can ask your child to name five things outside the car window which are green in colour • Word-building: an evergreen game, where children use the last letter of a word as the starting letter of a new word, and thus build a chain of words 50 | ParentEdge | May - June 2012

iPad Incentives

New technological developments like the iPad have their own ‘apps’ and learning experiences to offer. These might work with children who find it difficult to concentrate for long periods of time, and enjoy an entertaining approach where all their senses are involved. Some useful iPad apps for children include: • Rainbow Sentences: teaches how to arrange the elements in a sentence, using colour coding • Butterfly Munch: teaches mathematical abilities and co-ordination skills • Story book apps: something like ‘A Little Book about Feelings’ helps children learn social and emotional messages with the help of enchanting images • Kids App Friday: teaches toddlers ABC and colours

Building Blocks


Toy Library Trail Here’s a list of various toy libraries in the country (remember, choose wisely!):

City

Name

Address

Contact

Cuboid Toy Library

58, 4A, 1st Floor, Opposite Vignana Nagar bus stop,Vignana Nagar

9663372249

Brainvilla

SR Enclave, 6th Cross, Kaggadaspura

9972048801 http://www.brainvilla.com

Crezca Toy Library

G48, Link Square Mall, 33rd Linking Road, Bandra (W)

32255222 http://crezca.corporateonline.in/

Fun2Learn Toy Library

96/10, Radhika Building, Near Goenka Hall, J. B. Nagar, Andheri (East)

9833383866

Play Smart Toy Library

Shop no. 3, Below Panorama, opposite Bus Depot, Walkeshwar

PlaynPuzzle Toy Library

Shop No F-5, c/o Balaji Tours & Travels, Nahar Amrit Shakti, Chandivali Road, Powai

9833553281

Bambaram MI Toy Library

Online

9962387624 www.bambaram.in

Bangalore

Mumbai

Chennai

KidsGurukul

No 2, PC3, Kalambar Salai, 1st floor, Mogappair, Near West Mogappair Bus Depot

9043171621 www.kidsgurukul.com

Dora Toy Library

Opposite to Bank of Baroda and St. John's School, 1st Main Rd, Srinivasa Nagar, Kolathur

9841918217 www.doratoylibrary.com

Hyderabad

Little Stars Toy Library

House No 6/74, 1st Floor, Road No 4, Durga Estates, Deepthi Sri Nagar, Miyapur

9959737210 www.mytoyhouse.com

Kolkata

Toyswala

Bandhani, AC-26, ground floor, Salt Lake City & Bandhani, 16 B, Sarat Bose Road, near Nepal Sweets, Lansdowne

9339720070 www.toyswala.com

Planet Toyz

G-5 CU Block Vikas Surya Arcade, Pitam Pura, Opp DU Block Gurudwara

42686775 www.planettoyz.co.in

Books and Beyond

Shop No. G9 Plot No. 6, H-2 Square Sec 5 Mkt Near ICICI Bank, Dwarka

42808383 www.booksandbeyond.in

Kids Gurukul

Branches in Rani Bagh, Rajouri Garden and CR Park

www.kidsgurukul.com

Delhi and NCR

Online: Bangalore, Hyderabad and Mumbai

www.rentoys.in


Building Blocks


Perspectives Why did you start an educational toy library? What was the motivation? As a trained teacher, as well as a parent of young children, I always knew that there is a good variety of materials available to stimulate children’s learning in their early years. I also observed that many parents were clueless about what toys and books to buy for their children, and that they often ended up buying toys that were inappropriate for their age and stage. I believed that I could step in and make a difference to children’s learning – this led me to start my toy library. In this, I worked backwards – I studied the skills that children needed to learn at different ages, and then tried to analyse how they could pick these up. Accordingly, I bought the educational material. What is the demand for these kinds of toys that function as educational aids? With the parents of today being much more aware of their children’s learning requirements, the demand for educational toys is huge. Apart from this, teachers, occupational therapists and speech therapists are also recommending educational toys, as these are tools that can be personalised for each child’s individual learning requirement.

Manisha Vaghani runs ‘Play Smart’, an educational toy library in Mumbai. ParentEdge spoke to her to find out how such libraries can help parents and children.


How can play be made enjoyable as well as educational? In a child’s early years, the word ‘play’ is overused; however, this is justifiable, as all knowledge in the early years should be imparted through play. Play can be made enjoyable as well as educational in many ways. For example, if a child wants to know the lifecycle of a butterfly, a parent can teach this through the story of ‘The Hungry Caterpillar’ which narrates the tale of a caterpillar metamorphosing into a butterfly. By turning a scientific concept into a fascinating story, you are ensuring that the child will never forget it. Another instance — counting can be taught through board games – rolling the die – or through other fun games like throwing the dart on a number, or counting objects in hand.

What are the skills that young children need to acquire, and what aids are available for this purpose? In my opinion, children need to acquire skills – whether visual, mathematical or fine motor skills – at their own pace, and at the appropriate age and stage. Normally though, a child moves from learning concrete skills to more abstract ones, and fine motor skills are developed last. These fine motor skills can be taught using clay, or even simple ‘atta’ in the kitchen. Crumpling paper, sticking, colouring or beading activities can also help teach these. On a more basic level, children can talk about what they see and feel to develop their vocabulary and cognitive skills. To build up the imagination, one could play a game of ‘let’s predict what will happen next’ using flashcards. Learning through play is basically based on the famous Maria Montessori’s method, where play for children involves all the senses. This ensures that as children grow older, they get cognitively ready to think of more abstract and logical things. Do you feel children learn better when they are left alone to explore the world around them, or when they are guided by their parents? I think it is a combination of both that will help the child. It is imperative that children explore the world by themselves, for if exploration is too guided, it imposes boundaries upon their imagination; the sky should be the limit for a child’s exploration of the world. Nevertheless, guided play is also needed. Our children live in a ‘pressure cooker’ environment that demands everything of them – sports, academics, cultural pursuits. However, each child has some natural inclinations that must be guided – not excessively though. Do most of these educational aids require parental supervision and guidance, or can children usually discover them on their own? This depends on the type of skill being taught by the toy; just motor skills, for example, does not require parental guidance, but sharing knowledge through a story or showing cards for perception and visual discrimination does. However, once the parent has taught a child how to use a particular game, she can then be left alone with it the next time she wants to play with it.

Building Blocks


How important is it to have time for free-wheeling play that is unstructured? Although some time should be set aside for structured play using educational toys or games, I would say free-wheeling, unstructured play is essential as it develops the child’s imagination. Simple roleplay, when a child is left alone, can take the child’s imagination to a whole different level altogether. For instance, a simple picture of an airplane can encourage discussion between a child and parent, and then when the child is left alone, she can role-play with it to develop her imagination.

Can these educational toys and games teach children skills that will help them in interview sessions with schools? Yes definitely! For example, although Play Smart does not cater specifically to ‘interview training’, our toys do teach children the essential skills they need to know between ages one to six, and these skills are also what psychologists and observers happen to look for when they interact with children in school interview sessions. For example, blocks, puzzles and cards help teach visual discrimination, and we also have material that builds logical skills. The material hones certain skills, helps children practise and also gives them the confidence they need for interview conditions, where new material has to be dealt with.

Urvi Vora is a parent who is a member of the Play Smart toy library. ParentEdge spoke to her to find out why she felt the need to join an educational toy library and how it has helped her. Why did you decide to join an educational toy library? How do you think joining this library has benefited your child? I joined an educational toy library because I thought it would turn out most economical for me – it is easier and cheaper to rent out toys on a weekly basis and use them, rather than buying toys over a period of time. I think it has benefitted my child in that an educational toy library like Play Smart has a variety of toys that are appropriate for my child’s age and learning stage. Do you think children learn better using the traditional aids and toys, or new, technological ones (like the iPad or even interactive CDs)? I don’t think it’s about traditional aids or technological ones alone, but rather a combination of these that a child learns from. Older, traditional toys are definitely helpful; the ideas behind them have been passed on over generations, and they help teach basic skills easily. However, technological aids too have their own advantages, and help teach more complex skills in an interactive way.

Does your child also engage in unstructured play where she is free to play at what she wants? Yes, more often than not, my child engages in unstructured play. While some play sessions may be with educational toys, others just occur naturally, where my child has no fixed things planned. She just sits around and starts playing with objects in the house. I often see her with a pen and paper, for example, pretending to write important letters. Are there any ‘home’ games that you play with your child that do not necessarily depend on these toys, but are still educational? Yes certainly. When I’m around I ensure that we play games apart from those involving educational toys. I often play games with my child using fruits and vegetables in the kitchen – this helps her learn colours and the names of fruits and vegetables. Additionally, we play hide and seek and catch the ball to develop gross motor skills. May - June 2012 | ParentEdge | 53

What’ s Happening

Things to Do; Places to See

Things to Do New Delhi World Children Expo World Children Expo 2012, is India’s first exhibition featuring iconic brands, multimedia experiences and fun-filled events. The Expo features over one hundred exhibits showcasing quality children’s products & services.

The Himalayan Explorers - Chopta Rock Craft, Trekking to Devraiya Tal, Chandrashila Summit trek, Flying fox, Rafting

Age: 2 - 12 years Dates: 04 - 06 May, 2012 Time: 10 am - 7 pm

Contact: 99/101, Sector 5, Supertech -1, Rajendra Nagar, Sahibabad, Ghaziabad, Uttar Pradesh- 201005 Ph: 9891942728 www.facebook.com/haf.haridwar

Contact: The Ambience Mall, Gurgaon www.worldchildrenexpo.com Summer Funk 2012 - Shiamak Davar’s Institute of Performing Arts Batch is a 15 class workshop. Shiamak Style Elementary; Jive/Rock & Roll; Shiamak Bollywood Jazz; Sha Bop; Theatre Jazz. Dance Show on 15 June, 2012. Age: 4 - 14 years Dates: May - June, 2012 Time: 10 am - 7 pm Contact: East of Kailash; Vasant Kunj; Saket; Punjabi Bagh; Janakpuri; Dwarka; Pitampura; Gole Market; Noida; DLF IV; Sushant Lok – 2; Nirman Vihar Ph: 011 -26296590-94 www.shiamak.com Summer Theatre Workshop - Barry John Acting Studio The workshop is all about creativity, cooperation and confidence. Children make the plays and learn about drama and theatre in the process. Dates: 17 May - 09 June, 2012 Contact: Saket; Noida Sector 41; Lajpat Nagar IV; Lodhi Road; South City I ; Maharani Bagh, New Delhi Ph: 9716114466 / 124-4379900 www.imagoindia.com/bjas


Age: 12 - 14 years Dates: 01 - 08 June, 2012 Time: 7 am - 7 pm

The Himalayan Explorers - Chopta Creative Streak- Explore, Imagine & unleash your creativity. Fun n Talk : Fun, action and lots of interaction. Language Craft : Zestful Communication Skills’ development!

Snow Leopard Adventures P. Ltd -Dharamshala Trek; Mystic Ladakh; Markha Valley Trek; Bhutan; Nepal Explore awesome landscape and meet colourful people; Visit remote villages; Dense pine/deodar forests,numerous streams and accessible snowline; unravel the mystery of the Last Shagri La & picturesque lake amid enchanting snowcapped peaks and tall majestic Oaks, Cedar & Rhododendron trees. Age: 10 - 14 years Dates: 20 May - 28 Sept, 2012 Time: 7 am - 7 pm Contact: 1st Floor, CSC, B-1,Vasant Kunj. New Delhi Ph: 011 - 26898654 www.snowleopardadventures.com

Contact: G-123, Oriental Villa, Sushant Lok III, Sector 57, Gurgaon - 122001 Ph: 9716747777 www.stones2milestones.com

Camp Olé 2012 - Ole Kids Early Learning Centre A different, innovative and completely new experience- Arty Party; Cirque De Olé – Circus fun with Jump Bunch; International Sports; Preview to the London Olympics; Water fun Jump Bunch; Cookery week; Story n Drama Rama

Summer Groove-Thump Dance Institute Dance Competition

Age: 2.5 - 7 years Dates: 21 May - 06 July, 2012 Time: 10 am - 12 pm

Age: 2 - 12 years Dates: 17 June, 2012 Time: 9.45 am - 6 pm

Contact: Nursery School Plot 1101, H-35, H-Block, DLF Phase 1, Opposite Bristol Roundabout, Gurgaon Ph: 9910045969 www.olekids.in

Age: 5 - 12 years Dates: 14 May - 22 June, 2012

Contact: Building No -180/1, 1st floor, Main IGNOU Road, Saket, New Delhi Ph: 9654336660 www.thumpindia.com

What’ s Happening


Mumbai Junior Modern Dance Diploma Sumeet Nagdev Dance Arts Children wil get a chance to learn professionally. Contemporary and Modern Dance; Gymnastics; Hip Hop; Classical Ballet; Classical Jazz Age: 8 - 14 years Dates: 18 June 2012 -2013 Time: 6 am - 7.30 pm Contact: 1-5,Ground Floor, Silver Cascade Building, S.B.Marg, Dadar(W) Ph: 9920555324 www.sumeetnagdevdancearts.in Indian Music Classes - Little Ustaads Classical Indian Music for Toddlers Age: 6 months - 5 years Dates: 07 June - 16 August, 2012 Time: 11 am - 4 pm Contact: Worli; Khar Ph: 9987407237 www.littleustaads.com Junoon Theatre Conducted by Shaili Sathyu from Gillo. Children go on a journey to re-discover the play of words in Hindi, through poetry, verse, prose, nonsense and gibberish. Age: 6 - 11 years Dates: 08 - 24 May, 2012 Contact: Matunga; Juhu Ph: 9769063877/022 - 24044063 www.junoontheatre.org Summer Camp 2012 - Apple Seeds India Kids create their very own masterpieces, explore different cultures through world cuisines, get their imagination to soar with tales from faraway places, master the skills of using basic tools. They are introduced to the world’s favourite sports in a combination of activities for 6 hours a week. Age: 1.5 -5 years Dates: May - June, 2012 Time: 10 am - 3 pm

Tank,Near Tejpal Auditorium Ph: 022 - 43680000 www.appleseedsindia.com Story Telling, Movement and Rhythm Kids spend a week discovering and studying rhythm structures, putting movement to the rhythm and then, creating a fabulous story out of it Age: 6 - 10 years Dates: 14 May - 22 June, 2012 Time: 9.00 am - 10.30 pm Contact: Prithvi Theatre, 20 Janki Kutir, Juhu Church Road, Mumbai Ph: 022 - 26149546 [email protected]

Summer’s Cool Summer School for young talent, each module has a lively programme of arts, crafts and design beginning with Wordcraft! Age: 9 - 12 years Dates: 21 May - 06 July, 2012 Time: Monday, Wednesday and Friday: 11:00 am - 1:15 pm Contact: Artisans, 52 - 56, Dr. V.B. Gandhi Marg, Colaba,Kala Ghoda Ph: 022 - 22673040/98676 94029 http://mumbai.burrp.com/events/ artisans_summers-cool_kala-ghoda_ mumbai/12614725683

Peforming English Theatre In India Traditions Learn the unique skill of performing English theatre in Indian classical traditions of dance, music and martial arts. Discover and play with fascinating new speech patterns. Be part of an enriching experience as you explore body-speech coordination in a completely different way.

Koyna Campsite on the hill top with an amazing view of Koyna dam, experiencing staying in tents enjoying bonfires, witness the beauty of sunrise and sunsets and sleeping under the brightest stars. Soaking in the vibrant culture and soothing climate, learning and experiencing the traditional cuisines, delicacies and behavior, making it an ultimate treat.

Age: 12 - 16 years Dates: 14- 23 May, 2012 Time: 2 pm - 5 pm

Age: 10 - 16 years Dates: 17 may - 26 may Time: 6 days camp

Contact: Prithvi Theatre, 20 Janki Kutir, Juhu Church Road, Mumbai Ph: 022 - 26149546 [email protected]

Contact: L Block, Dada Saheb Phalake Road, Ranjit Studio, Dadar East Ph: 9833313108, 9322181849

Dates: 16 - 20 May, 2012

Panchgani Experiencing free air, peace, nature and simplicity at it’s best. Opportunity to be one with nature, enjoy adventure sports, community leaving and help your child develop multiple skills under the guidance of well trained instructors.

Contact: Ranthambhore Forest Resort Ph: 912224306658/919987126233 919833246740

Age: 10 - 16 years Dates: 17 may - 26 may Time: 6days camp

Ranthambore National Park with Jungle Lore Economy Batch to Ranthambore National Park.

Contact: L Block, Dada Saheb Phalake Road, Ranjit Studio, Dadar East Ph: 9833313108, 9322181849

Contact: 79/81, Nirmal Niwas-2, Ground Floor, August Kranti Mark, Gowalia


What’ s Happening


Chennai Summer Camp Activities include guided tour, show and tell session on crocs, turtles and snakespresentations designed to explain biology of reptiles, pen cleaning, snake walk with the Irulas, Night walk, trek to the nearby flying fox colony etc. Typical camp commences on a Saturday morning and finishes on the following Sunday evening.

Creative arts, dance and theatre camps by Alchemy Kids The summer camp that Alchemy Kids are hosting will help the children explore and experiment with his / her creative and communicative skills. The camp will held in creative arts, folk dance, theatre, creative story narration, photo reporting and anchoring at their air conditioned premises.

Age: 9 - 15 Years Dates: 25 - 30 June, 2012

Age: 8 - 14 years Dates: 14- 23 May, 2012 Time: 2 pm - 5 pm

Contact: Crocodile bank; Post Bag No 4, Mamallapuram Ph: 044 - 27472447 www.madrascrocodilebank.org/cms/#1 Fun in the Jungles Avishkaar India has lined up many outdoor summer camps this summer. The camps include activities like trekking in the countryside and jungle, river and stream crossings, up-hill trails, rock climbing, treks to waterfalls, adventure sports, team games, campfires with music, dance and talent shows and photography. Age: 9 - 14 years Dates: 3 - 15 May, 2012 Contact: Aavishkaar India, Ground Floor, 34, 2nd Main Road, CIT Colony, Mylapore, Chennai 600004 Ph: 044- 42658628, 9940056618 www.aavishkaarindia.com Journalism camp for the young Mylapore Times Journalism camp for the year 2012 is open to high school and college students. Its focus is on encouraging young people who like to explore the local world and write on it to sharpen their skills and use their talent. The camp is directed by Vincent D Souza, Editor/Publisher of Adyar Times, Mylapore Times & Arcot Road Times newspapers. Age: 12 - 16 years Dates: 30 Apr - 10 May, 2012 Time: 9 am - 10.30 am Contact: at Mylapore and Adyar Ph: Mylapore Times office (04424982244) Adyar Times office (04424913602) http://mtjclass.blogspot.com 56 | ParentEdge | May - June 2012

The Sunshine Express by Art n Soul The sessions include many activities ranging from pottery, sugarcraft, baking to life skills training, music appreciation and creative writing. Ages: 8 - 14 years Dates: 14 - 26 May Contact: Art n Soul, R – 4(Old no. 62), 14th Street, Anna Nagar Ph: 9841268097, 8056099599

Contact: Alchemy Kids at 6/15, 3rd Floor, 3rd Cross Street, Kasturibai Nagar, Adyar Ph: 9841047620, 9841327673

Hyderabad Adventure Summer Camp This summer let your child be a part of this adventure camp, which gives them the scope to find their place in nature and teaches them survival techniques and also helps them realize their physical and mental strengths.

Film Workshop for Kids Explore the world of filmmaking as an art and medium of self expression. Participants will deal with developing ideas into a script/shooting script, and the concepts and grammar of filmmaking and editing.

Age: 9 - 14 years Dates: 16 - 20 May 2012

Ages: 10 - 17 years Dates: 09 - 20 May, 2012 Time : 3 pm - 7 pm

Contact: Keesara Gutta Ramalingeswara Devasthanam, Keesara Gutta, Hyderabad, Andhra Pradesh, India http://meetup.ghac.in/events/6026682 2/?eventId=60266822&action=detail

Ph: 9490440986

Summer camp- Books n More This camp includes a host of activities like theatre, story telling, public speaking, debating, show and tell, creative thinking activities, phonetics, science experiments, general knowledge and math games.

Film-making for Families This unique opportunity would involve a parent and child (as one student pair) making a short film together. Involvement and collaboration in this creative endeavour would bring about greater understanding, as the parent and child discover, both the craft of film-making, and also new facets of each other as family.

Ages: 3 - 12 years Dates: 16 Apr - 02 June, 2012 Time : 10 am - 12.30 pm

Ages: 10 years and above Dates: 12 May - 23 June, 2012 Time : 3 pm - 7 pm

Contact: 6/A Sivaramakrishna Colony, Near Sarveshawaralayam Temple, Marredpally, Hyderabad. Ph: 040 - 27807222 /9885956728

Ph: 9490440986

What’ s Happening


Bangalore Corbett National Park - School of Success Travel to Corbett, Jeep Safari, Elephant Safari, Camp fire, Nature photography, Leadership program for children. Travel, food, acommodation and all activites included. LOADS of fun and Lots of learning!

how to shape their own ideas to replicate these principles in their own unique way.

Age: 8 - 15 years Dates: May - June, 2012

Summer Camp - United Arts Society 1 ]Granny’s Courtyard is a unique theme based summer camp which evolves around Granny - the quintessential Grandmother of old. Farming; Making scarecrows; Thatched roof houses; Water Canals; Learning the Nuances of Theatre (Nautanki style); Folk dance; Music (Drum Circle); Folk Art. Each day of the camp is divided into three aspects: Life skills, Culture and Art. 2] Summer Splash - A specially designed summer camp for tender years for holistic growth, where various art forms and creative mediums facilitate the thematic learning of real life’s wonders. With the facilitators, the participants board on an enriching journey to Explore topics like Seasons, Growth, Body & Speech, Villages, City, Market and Festivals. Each topic stays as the theme for 2 to 4 days for the camp and all the performing arts. Duration -10 days or 15 days batch.

Contact: 1301, 13th Cross, Indiranagar 2nd Stage Ph: 9663400443 www.schoolofsuccess.in Life Skill 5E Camps - 29028 Adventure World Night Navigational trails; Rock climbing – basic level; Rappelling – climbing down skills; Valley crossing or river or lake crossing; Zip line or flying fox; Jummaring; Commando walk; Rope Beam balance; Wilderness cooking; Night survival workshop - 24 hrs; Disaster Management workshop; Camp fire; Lots of fun games with friends; Air Rifle shooting; Visit to fort – subject to students health / fitness and time mgt; Swimming or bathing in cool cool waters in back waters with safety support; Wilderness camping. Dates: May - June ,2012 Contact: 1124, 3rd cross, 1st stage, Rajajinagar Ph: 9823129439 www.29028adventureworld.com My Toy Factory: Discover Science by Making, Breaking and then Shaping your own Toys Children MAKE their own toys and play environment using everyday material and then BREAK or modify these toys to understand how they work! In the process children master hands-on skills and discover science principles, and learn

21 May - 01 June, 2012 Contact: 89, Kannan Building, MG Road Ph: 080 - 25595111 www.pageturners.in

air (Channel) into the classrooms. for the Children to practically learn and make crafts. M.A.D. Live Art and Craft courses are scientifically created and conducted to nurture and develop certain vital skills in children that are essential for their overall growth and development. ROB the favourite anchor of Kids TV takes you on a fun filled, interactive, creative journey, transforming ordinary materials into stimulating works of art with his M.A.D twist. Dates: 07 - 25 May, 2012 Contact: #102, Pavani Harmony, Narayanappa gardens, Near to Forum Value Mall.Whitefield Main Road Ph: 9739008927 [email protected]

Kolkata GLOBAL EduMart 2012: Showcases the latest educational/ professional courses for aspiring students. The event will cover different disciplines on the education sector and comprises an exclusive Conference, Live Company Presentations, Live Counselling, Workshops, Digital Counselling.

Dates: 07 - 25 May, 2012

age: 16 years and above Dates: 4 – 6 May 2012

Contact: Shriram Spandana Apartment, Old Airport Road. Bangalore Ph: 9916354491 www.unitedartssociety.org

Contact: Budge Budge Trunk Road Ph: 033- 32217769/32217770 http://www.globaledumart.com

Art and Craft Workshop - Global Arts School M.A.D.: A very popular programme amongst children broadcasted on POGO channel. This programme is based on art and craft and it has won the “Best Children Programme Award” from the Indian Television Academy for the 4th Time. M.A.D Live is an extension of M.A.D to bring the activity which is going on

With inputs from


What’ s Happening

Places to See


Into the Wild There is no better time to visit wildlife sanctuaries than in the summer months, before the monsoon sets in. Do we see you groaning at the idea of traipsing through the hot, steamy jungle? Well, for one thing, you will most likely be driving through the cool forests early in the morning or late in the afternoon, and in the comfort of a jeep; or more excitingly, on the back of an elephant! Also, the dried vegetation makes animal sightings easier, and summer is when the animals come out in search of waterholes. So dig out your safari hats and your jungle boots and check out some of the impressive wildlife sanctuaries in India.


What’ s Happening

In The North Ranthambore National Park in eastern Rajasthan is 362 km from Delhi (nearest major airport – Jaipur), and was once the hunting preserve of the Maharajas of Jaipur. This is one of the largest national parks in northern India. It is known for its tigers and is one of the best places to see these majestic predators in the jungle. Tigers can be easily spotted even during the day time. April-May is the best time to visit, with a lot of reported sightings of tigers around the waterholes. The park is closed during the monsoon months of July to September. Jim Corbett National Park in Uttaranchal is about 300 km from Delhi (nearest major airport – Pantnagar), and is the oldest national park in India. The park is named after the hunter and conservationist Jim Corbett who played a key role in its establishment, and has been a haunt for wildlife lovers for a long time. The main highlight of this park is the endangered Bengal tiger – however, the park is also home to a host of other animals like leopards, crocodiles, boars and elephants. April-June is the best time for animal sightings, and the park is closed from mid-June to mid-October.


endangered species, like the barasingha (Indian Swamp deer). Of course, the majestic Bengal tiger is the keystone species, and several other species like leopards, the sloth bear, the Indian wild dog, and many species of deer may also be found here. The best season to visit is from February-June, and the park is closed from July to mid-October. Bandhavgarh National Park in Madhya Pradesh is approximately 200 km from Jabalpur (nearest major airport – Jabalpur) and is the original home of the white Bengal tiger. This park was once the hunting reserve of the Maharajas of Rewa, and has the highest density of tigers of any wildlife sanctuary in India, making the sightings of these animals very likely. Other animals found here are gaur (Indian bison), sloth bear, leopard, porcupine, wild boar, sambhar and spotted deer, among others. April-June is the best time to visit for tiger sightings, and the park is closed from July to September due to the monsoons. In The West Gir Forest National Park in Gujarat is approximately 375 km from Ahmedabad (nearest major airport – Rajkot), and the only home of the Asiatic lion. It also has a significant population of leopards, wild boar, and several varieties of deer such as the chital, nilgai, chinkara and the four horned antelope. The forest is also home to more than 300 species of birds. The best season to visit for lion sightings is MarchMay, and the park is closed in the monsoons from June to October. Pench National Park in southern Madhya Pradesh, bordering Maharashtra, is approximately 88 km from Nagpur (nearest airport – Nagpur). It is named after the Pench river that meanders through the park form north to south. The area is especially famous for large herds of Gaur (Indian Bison), Cheetal, Sambar, Nilgai, wild dogs and wild pigs. The key predator is the tiger, and there are leopards and wolves as well. April-June is the best season for animal sightings, and the park is closed during the monsoons from July to September.

Central Kanha National Park in Madhya Pradesh is approximately 275 km from Nagpur (nearest major airport – Jabalpur), and was the inspiration behind Rudyard Kipling’s unforgettable classic ‘Jungle Book.’ It is the largest national park in Central India and has a good track record of saving several May - June 2012 | ParentEdge | 59

What’ s Happening

In The East Kaziranga National Park in Assam is approximately 200 km from Guwahati (nearest major airport – Jorhat) and is situated on the banks of the mighty Brahmaputra. This park is home to the world’s largest population of one-horned rhinoceroses, as well as many mammals, including tigers, elephants, panthers and bears, and thousands of birds. Kaziranga also boasts of a high density of tigers among protected areas in the world, and has considerable success in wildlife conservation. The best time to visit is February-April, and the park is closed in the monsoons from June to August. Sunderbans National Park in West Bengal is approximately 112 km from Kolkata (nearest major airport – Kolkata) and is both a national park and biosphere reserve due to its unique mangrove forests – the world’s largest estuarine forests. It is the largest national park and tiger reserve in India, and home to more than 250 tigers. The Bengal tigers here have adapted themselves very well to the saline and aqua environment and are extremely good 60 | ParentEdge | May - June 2012


swimmers. The park is also home to a variety of bird, reptile and invertebrate species, including the salt-water crocodile. The best time to visit the park for animal sightings is in April-May, and it is not advisable to visit during the monsoons, when the rainfall is very heavy. In The South Periyar National Park in Kerala – also known as Thekkady - is approximately 200 km from Kochi (nearest major airport – Madurai). Established in 1895, it is one of oldest wildlife sanctuaries in India, and is notable both as an elephant reserve and a tiger reserve. The park is widely known for the large herds of Indian elephants which live near the picturesque Periyarlake. Periyar has been rated as one of the best wildlife sanctuaries in India for wildlife photography, bird watching, elephant herds and tiger watching. Other animals found here are the gaur, wild pigs, sambhar deer, barking deer, mouse deer, dole and Indian wild dog. A unique feature of this sanctuary is the boat cruises to explore the lake and spot the animals. Unlike many national

parks in India, Periyar stays open all year round. While tiger sightings are not easy, the best time for viewing elephants is during the hotter months of March and April, when they spend the most time in the water. Bandipur National Park in Karnataka is approximately 230 km from Bangalore (nearest major airport – Bangalore). This was the former hunting reserve of the Maharajas of Mysore, and is home to nearly 70 Bengal tigers and around 3000 elephants. It is part of the Nilgiri biosphere reserve (which includes the sanctuaries of Nagarhole, Mudumalai and Wynad), and is considered one of the best wildlife sanctuaries in the country. Bandipur is home to many animals such as the elephant, tiger, panther, sambar, wild boar, jackal, gaur, barking deer andlangur. The best season to visit is March-June, and the park closes during the monsoon season. Photos contributed by Raghunathan Perumal, Anita Mani, N C Dhingra

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There are two parts to preparing to study abroad—

and universities in the US alone, and around 280 universities

one is getting a handle on the application process, which

and higher education institutions (with several colleges

is what we covered in the last two issues. The other

affiliated to each university) in the UK. Over and above

is deciding on a set of colleges to apply to. The latter

this, we have several universities and colleges in Australia,

can also be a daunting exercise, given the plethora of

New Zealand, Singapore and UK. Feeling overwhelmed?

choices and the numerous criteria that come into play.

Let’s do this step-by-step.

So, how does one go about creating this list of colleges? How long should this list be – two pages

Do refer to our earlier features that cover

long or just three to four colleges? What criteria

the size and types of colleges (Sept-Oct 2011)

should be used to select these colleges?

and the pros and cons of studying in Big Brand

There are more than 4000 private and public colleges


colleges (Nov-Dec 2011), for more information on the subject



Student, know thyself To know what you prefer, instead of humbly saying ‘Amen’ to what the world tells you you ought to prefer, is to keep your soul alive. - Robert Louis Stevenson The first thing a student should do is to take a long, hard and brutally honest look at himself. What are his academic interests? What does he want to study and develop into a career? Some children are very sure of what they want to be – a software engineer, an entrepreneur or a musician. This makes narrowing down the choice of schools much easier. And then there are the vast undecided majority of students, who are still unsure about their choice of career. This is perfectly fine – there are many colleges, particularly in the USA, who do not require their students to declare their major until the third year of study. (Most colleges in the UK, and Singapore, however, require your child to declare his major at the time of applying). However, it will help to winnow down the list if your child can narrow his choice down to two or three preferred areas of study. Next, what is your child’s academic profile? Some children are very good at independent study, while others will blossom under a good teacher. Undergraduate courses at large, competitive universities like the Ivies are often taught by TAs who might not have much teaching experience, while some of the smaller colleges usually don’t have graduate programmes, so students are usually taught by professors with more years of experience. Again, some students are able to work under fierce competition and academic pressure, while others need a gentler environment in which to learn. Be honest and decide what kind of academic profile your child has – there is no point in spending three to four years in an environment where he is miserable and unable to fit in.

And since there is more to life than academics, it is time to take stock of your child’s other interests as well. Some children have a strong focus on their academic pursuits and only a mild interest in sports or music, and may therefore do well in highly academic and competitive colleges. However, if your child has definite extra-curricular interests, it will be good to choose an environment that caters to these as well. For example, if your son wants to continue his Spanish studies, look for colleges that offer studyabroad programmes in Spain or Latin America, or maybe think about studying in the UK, from where frequent trips to Spain can be made.

The personality of your child should also play a part in his choice of college. How does your child socialise – does he prefer one-on-one interactions, small groups, or large crowds? A person who likes the excitement and activities that a big city provides should look at urban colleges, while someone who starts to suffocate unless he is close to nature would do well to consider rural colleges. This self-exploratory exercise is both fun and good to do jointly as a family. Bounce ideas off your friends and relatives too. Very often, we have certain fixed ideas of ourselves, and there are some aspects that others are able to see in us that we may be blind to. May - June 2012 | ParentEdge | 63



What am I looking for? Figuring it out Ideals are like stars - you will not succeed in touching them with your hands, but like the seafaring man on the desert of waters, if you choose them as your guides, and follow them, you will reach your destiny. - Carl Schurz After spending time thinking about your child’s likes and dislikes, the next step is to consider building an ‘ideal college’ profile, or some sort of college shopping list. Having such a profile will help him focus and make choices, and as you both begin to research schools, he can measure each one against the ‘ideal’ college, and decide which ones to shortlist and which ones to eliminate. While he may have already decided on his college major or majors, now is the time to think about how he wants his subjects to be taught. In large universities, many classes, especially during the first two years, are taught in lecture halls, with an average of 200-300 students. If your child is uncomfortable with this, and would like more intimate, seminar-type classes with fewer students, look for colleges that offer this type of teaching. Also, decide whether he would like to create his own curriculum or if he would prefer a more structured curriculum with a definite number of core courses. The latter will mean that there may be certain subjects that he cannot study in college though they may be offered, due to lack of time because he has to study the required core courses. And while creating your own curriculum sounds exciting, your teenager should have the maturity and experience to create a core curriculum that is both interesting and useful, especially for further studies. Also, consider special programmes and offerings. Check whether the college has a formal internship programme – international students usually find it difficult to land internships due to visa restrictions and lack of contacts in a foreign country, so a good internship programme offered by the college is a great blessing. Or the college may offer an excellent study aboard programme – ideal for a student who is eager to experience the world’s cultures among fellow international students. 64 | ParentEdge | May - June 2012

Don’t ignore location. Proximity to home and India can be important in that it allows for more frequent visits home, especially in the first couple of years when homesickness is most acute. If you would like your child to visit often, and would also like to visit your child, consider nearer locations like Singapore and the UK. Also, even in far away locations like the USA, travelling from a college in the rural Midwest can add a whole day to travel, as compared to a school that is located closer to a larger East/West coast airport.

Think about the size of the college as well. Both large and small colleges have their pluses and minuses. A smaller college is more intimate, and your child will get to know more of his classmates and teachers. Since the teachers know the students better, they will be able to provide better and more informed references for jobs, internships and for graduate school. On the other hand, a large college is usually buzzing, with more course offerings and better diversity. Your child may be able to find a wider variety of intellectually stimulating and exciting courses at a larger school.

Urban College

Pros

Cons

Many activities and things to do

Noisy

Diverse population

Crowded

Many attractions around the city

Expensive

Cultural activities

Distracting

Ability to have a life outside school Peaceful

Can be lonely and boring

Natural beauty

Rural College

Vast expanses of space

Dependence on social life at school

Not as expensive socially Fewer distractions Intimate, small town feel

‘College Town’ College

Caters to students

Not enough ‘regular’ people

Cool places to hang out

Can be rowdy and noisy

Friendly atmosphere

Lots of distractions

Heavily populated by students

Not a ‘real world’ environment

From: Choose the right college & get accepted! Natavi guides

It is also important to consider the social tone of the school. Some schools are what are termed ‘party schools,’ and at others, a certain political ideology will dominate. The Greek system (sororities and fraternities) plays a big role in the campus life of some colleges, and in others, it may be completely absent. If a school is very preppy or artsy, your son may feel out of place if he is not particularly artistic or more of a sweatpants and hoodie kind of person. Also, think about the orientation of the school – will your child feel uncomfortable in a very conservative school, or in one that is extremely liberal?


Co-ed or single sex? While all-male colleges are on a decline, all-female colleges are not. There are more than 70 in the USA, around five in the UK, two in Australia, and several in Asia. Do not write off women’s colleges without giving them some thought – there are more opportunities (and less competition) for scholarships and funding, and since many rising female stars in the corporate and other fields today were graduates of these colleges, they provide you with excellent alumni contacts to tap into. Also, since most of the all-female colleges, especially in the USA, are members of consortiums, your child will have enough opportunities to meet and mingle with other students from partner colleges. Lastly, do not forget to consider costs. While scholarship and funding options for international students are limited, public universities are usually less expensive than private ones. Also, it takes a minimum of four years to complete an undergraduate degree in the US, whereas in the UK, and in some courses in Australia and New Zealand, an undergraduate degree may be obtained in three years of study. Now that you have considered various aspects of your child’s college life, you and your child may have a better idea of what his‘ ideal college’ should be like. The next step is to create a chart that lists all the attributes and what he desires ideally in each area. We have created a template for you, but this is just a suggestion – feel free to create your own. And of course, both your child’s and your priorities and requirements will change as you both dive deeper into the choosing process, and as you discover little known colleges or programmes that offer the very aspects you both are looking for!


What you want

Importance of each attribute Must have Nice to have Not critical

A strong Economics dept.

Academic programmes

Business studies

Media studies

Size of classes

Intimate, small seminartype classes

Teaching staff

Professors

Competitiveness Medium – I am not a of admissions cut-throat kind of person Special programmes

Study abroad programme – I want to explore Europe one summer!

Curriculum design

No core courses

College size

Medium to large campus

Urban or college town

Location Preferably USA Not preppy/’Richie Rich’ kids – I would be uncomfortable

College tone

Student diversity Liberal – not overtly religious or political

Same sex or co-ed

Co-ed

Ethnicity

Large population of desis – I want familiar food!

Cost

External funding is important for me




Research the schools Somewhere, something incredible is waiting to be known.

Now that you both have taken a good hard look at what your child wants and what his ideal college should be like, it is time for him to start researching. Ensure that he spreads his research net as wide as he can and keep an open mind – just because he hasn’t heard of a certain college, it doesn’t mean that it is not good. A good first place is the internet – websites such as Petersons, the Princeton Review and the College Board are great places to begin for colleges in the USA. On these sites, you can narrow down schools by location, size, academics, costs, selectivity, major subjects, campus life, etc. For the UK, the British Council in several Indian cities, as well as its website, provides a lot of information. For Singapore, try www.singaporeedu.gov.sg as a starting point. To ensure that your child does not begin drowning in a sea of information, have a plan. Use your ideal college profile, and identify some of the qualities that your child ‘must have’ for his college. Choose one or two qualities as a starting point, say the major/majors he would like to specialise in, or the selectivity of the college. Once he has identified about 20 to 40 schools – he will find fewer if he is choosing an unusual major – see how these schools measure up in other areas that are important to him. He may find that some schools seem


- Carl Sagan to top in several important areas; these are the ones he should research more deeply. If he finds that his search has resulted in too few colleges, he may have to broaden his search or change his specifications. For example, if he is looking for a competitive engineering school that also has a good study abroad programme, he may come up against a wall – since study abroad programmes are more suitable for business and humanities courses and not so much for science courses. So ensure that he picks what is important to him – an engineering major or a study abroad programme, and broadens his search based on this change.


Both you and your child should talk to your friends and other students who you know have studied abroad (restrict your contacts to fellow undergrads — post-graduates have very different requirements and may not be the best sources of information on undergraduate courses). If you have access to a guidance counsellor, talk to one. (Again, there are many fly-by-night operators, so get references before you part with your hard-earned money). Representatives of foreign colleges now come regularly to India to market themselves —they visit schools and also participate in education fairs. Keep your ears open for these, and try to attend such sessions if you can with your child, armed with relevant questions that are not answered on their websites. For US colleges, consider the rankings. The most popular rankings are the U.S. News and World Report’s annually published ‘America’s Best Colleges List.’ There are also several others – Princeton Review and the Forbes magazine, for example, also publish rankings. These rankings can be a good starting point for your child’s research, especially if his intended major is an unusual choice. If his choice of major is marine biology for instance, the rankings will help him find a list of top schools that offer this major. They can help him narrow his search, and even point him towards colleges that he might not have thought of.


does not mean that all its courses are of top quality. Conversely, even if a college is not ranked highly, it may have very strong programmes in the subjects your child is interested in, and it would be a shame to discount the school merely on its rankings. Although a lot of information about specific programmes is available on the college websites, write in to ask for materials if you think they will be useful. Pay attention to what the college emphasises about itself, what majors are offered, rules and requirements and also the general tone. If possible, consult guidebooks such as the Complete Book of Colleges (an objective list of colleges) or the Fiske Guide to Colleges, and Choosing the Right College, which are more subjective, and offer opinions and comments on the colleges.

The site Uni I go (www.unigo.com) is an online student-generated college guide, described by the Wall street Journal as “a college-information resource built for the age of YouTube and Facebook.” We also recommend the College QuickFinder tool on College Board’s website, www. collegeboard.org, that helps you make quick, side-by-side comparisons of upto three colleges. Ensure that your child keeps good notes of what he is researching – with the amount of information he will be dredging up, it is very easy to let important stuff slip through the cracks. Keep comparing his researched colleges with his ideal college profile to ensure he is on the right track. However, it may so happen that his ideal college profile itself may change as you both get more and more information – and this is natural and perfectly acceptable.

College rankings can also help you get an idea of the selectivity of the college, the percentage of international students studying at an institution (which again, can help you gauge admission difficulty), acceptance and retention rates, test scores of entering students and other demographics of the student body. However, it is important to remember the limitations of rankings. There are several items other than academic strengths that go into a college’s ranking — such as the amount of donations from alumni, skewing the rankings in favour of older colleges that may have many more alumni. Again, remember that a high-ranking college May - June 2012 | ParentEdge | 67



Decide where to apply Once you make a decision, the universe conspires to make it happen.

By now you and your child should have drawn up a list of schools to apply to. All the criteria are of your own choosing – save one, the selectivity of the school. Your child will have to take a long, hard look at how he compares with the students who go to that school — how do his SAT scores compare with theirs? And what is the difficulty in getting in, especially as an international student? For example, Harvard typically has an acceptance rate of 6.2%, while Stanford’s is 7.1% and Princeton, 8.4%. The rates for some other highly rated colleges are as follows: Carnegie Mellon 30.4%, UCLA 25.3%, Johns Hopkins 18.3%, Northwestern 18%, Caltech 12% (These are approximate figures, based on selection rates in recent years). Usually the international acceptance rate is about half of the overall acceptance rate.

Parents can help their child be organized by making spreadsheets and timelines for submissions, counsellor sessions, following up on deadlines, making hard copy and electronic folders for essays, financial documents, etc. Based on the selectivity of the colleges your child has shortlisted, have him divide his list into three: his ‘reach’ colleges, his ‘fit’ colleges and his ‘safety’ colleges.

A reach college is one where his chances of admission are 25% or less. Fit colleges are those where he is pretty sure he can get in – a 75% chance. And a safety college is where he is almost sure he will get in – say 90-100%.


Now that he has the categories, how should he apply among them to spread the odds? Our advice is to ensure that the bulk of his applications are going to his fit colleges. For example, if there are 10 colleges on his list, around five should be his fit colleges, two or three should be reaches and two or three should be safeties. You don’t want him to be rejected from every school he applies to, but at the same time, it is good to aim high too! And remember to choose safeties that appeal to him, because there is a chance that he may end up going there, and he should have researched them to like them enough to live there for four years. Of course, it goes without saying that there is a cost in applying to a college, so factor that in when drawing up the list of colleges your child is applying to.

- Ralph Waldo Emerson Deciding where to go to college is a big decision – one that your child should make after considering all aspects of his choices. Do get inputs from his teachers, counsellor (if he has one), and other people who may have some experience in this matter. Listen with an open mind to what they have to say – you may or may not act on their advice. And take your time over your joint decision – this is an important decision, and a hurried, rushed evaluation of colleges will not let you both make the right choice. Finally, get some perspective. While this is an important decision, it is not the most lifechanging one in your life. Don’t drive yourself crazy thinking that your child will only be happy in XXX college, and that he MUST find the One Perfect College for himself. Chances are that if he has spent time and energy researching the colleges that seem to be an honestly good fit for him, he will be happy and productive wherever he goes.



Explaining some terms – Early decision, early action, rolling admission In your research on the application process, you must have come across the terms ‘early admission,’ ‘early decision’ and so on. What do these terms mean, and how will they affect your child’s application? Let us try to make it simpler for you: Early decision: if you child feels that he has found a perfect fit in a certain college, or he has set his heart on going to a certain college, then he can apply for early decision if the college/university offers it. Colleges that provide this feature allow your child to apply early (in late October or November) and get a decision from the college by mid-December or early January about whether he has been admitted or not. However, your child can apply to only one early decision college. The benefits of an early decision are many – for one, the acceptance rates are much higher in early decision, and considering that there is such tough competition for international admissions in selective US colleges (the Ivy Leagues, MIT, Stanford, etc.), it is good to grab every advantage you get. This is because your child is in effect telling the college that he is ‘committed’ to attending the college, and the college gets students who really want to go to the college to commit early in the process. It also reduces the stress for your child in waiting to hear from all other colleges until spring, and saves time and energy spent in making several applications. However, the biggest caveat with early decision is that it is ‘binding’ - your child agrees to attend the college if accepted, and to withdraw all other applications to other colleges.Although the rules for early decision vary by college (so read the rules very carefully), going the early decision route means that your child cannot accept admission at another college that may offer him a better financial package, or

course subjects that are more suitable to your child. So think the decision through very carefully, especially since this route is usually offered by the very selective schools who do not offer much financial aid to international students. In addition, if your child has not got good SAT/ACT scores and would like to take the tests again in November or December, it may be wise to drop the early decision route and go for regular admission, using his better scores to boost his chances of getting in. Early action: Early action is similar to early decision, but is not binding. Your child can wait until later to accept, after hearing from the other colleges to which he has applied. He can also apply under early action to several colleges, and wait to hear from all others before making a decision. There are two types of early action programs: restrictive early action (the student can apply to just one early action college and to no early decision college) and non-restrictive early action, where there are no restrictions as to the number of colleges the student can apply to.

Single-choice early action: This is similar to early action, but with the clause that your child cannot apply early (either early decision or early action) to any other college. This is a new option that was created in answer to criticism that an early decision is too restrictive for a high school student to take, and that early decision skews the admission in favour of rich students who do not have to worry about financial aid. Rolling admission: This is the least restrictive of the admission policies – colleges that offer rolling admissions allow the student to apply at any time within a large time window, which is usually six months long. Your child can apply to as many colleges as he likes, and the earlier he applies, the greater are his chances of admission. Rolling admission works on a first-come-firstserved basis, so your child’s chances of financial aid are greater if he applies early. This is also less stressful to your child, because he will know early on if he has got admission to the school. Most public universities and state schools have a rolling admissions policy.

Early decision

Early action

Single choice early action

Binding

yes

no

no

Can apply early to other colleges

no

yes

no

Can apply under regular admission to other colleges

yes

yes

yes

Can evaluate financial packages from other colleges

no

yes

yes

Examples of colleges that offer this option (Please check the college websites – colleges change their programs often!)

Brown, Columbia, Johns Hopkins, UPenn

MIT, Caltech, UChicago

Yale, Stanford, Harvard, Princeton



Well begun is half done in conversation with Yashna Thapetta (Wesleyan University)

Around when did you start making a list of colleges to apply to? What criteria did you use to choose to draw up this list? How many did you start with and how many did you end up applying to? I started making a “master” list of colleges to apply to in August of 11th grade, using criteria that were important to me. These included factors like the size of the school (ranging from 1,200 to 50,000), gender specific (would women’s colleges be of interest?), location (urban, rural, sub-urban) and type (based on my academic interests liberal arts or more pre-professional). I knew that I would be more comfortable in a smaller school with a more intimate learning environment. I was also very aware of the fact that even a “small school” with less than 5000 students would still be pretty big compared to my high school graduating class of 120 students. I knew I would be fine with the idea of going to a women’s college and I was a little hesitant 70 | ParentEdge | May - June 2012


about living in a highly rural or urban setting. The list started out with about 60 schools - groups of 10 in 6 different categories based on their acceptance rates. I ended up applying to 14 schools. How did you go about researching the colleges – who or what were your main sources of information: internet, college counsellors, information from friends, visits to colleges etc? My main source of information was the Fiske guide to Colleges. It gave me crucial information such as acceptance rates, average SAT scores of the admitted students, most popular majors, percentage of international students attending, etc. Another great thing was that it quoted students describing their time at the university and even listed out some of the extracurricular activities that they would take part in – everything from partying, working out and MUN (Model United Nations). It also had a little blurb at the end listing “similar schools.” This was a great reference point for me to look at other schools that were similar to the one I was interested in.

Did you have a wide variety in the kind of colleges- in terms of size and profile, and also in terms of selectivity? I definitely had a wide variety in terms of selectivity. I divided my list into categories based on their acceptance rates – the ones with the highest acceptance rates where my ‘safeties,’ the ones with slightly lower rates were ‘targets’ and there was of course the ‘dream’ category. I had two safeties and two dreams and the others were pretty well dispersed. A majority of the schools I chose were relatively small. The only state schools I put on the list were ones that offered a highly competitive honors program that would allow for the smaller class sizes that I wanted.

Another valuable source was my college counsellor (outside of school) – Prab. He got me in touch with students currently attending those universities so I could direct my questions to them. He also highlighted some of the stereotypes that are associated with the schools in the US. For example, I learned that Swarthmore is often referred to as “Sweatmore” because of its penchant towards grade depreciation. I usually do not base a lot of my judgements on stereotypes but they are there for a reason!

After you got your acceptances, how did you pick Wesleyan? What aspect in the college was the most important to you, ie, was there anything that swung your choice in its favour? After getting my acceptances I started looking at different sources to research the schools I had gotten into. By that point I knew that all of the schools on my short list would be academically challenging and basically a good fit. So I started looking at other factors: which school has a stronger alumni network? How useful is the career resource centre on campus? What kind of student groups are there on campus? A lot of this information is available on the school’s website and a website called www.collegeprowler.com. This website offers students insight into various aspects of campus life. I also spoke to students who were attending the university at that time. One of the things that some of the smaller liberal arts college did was to connect international admits with current students, knowing that it would be difficult for us to actually visit campus. They were great resources.

Which source of information did you find most useful and which, the least? The Fiske guide and my college counsellor where the most useful sources. The least useful ones were probably my classmates who were just starting out on researching schools as well. A lot of people get caught up in the “brand name” or a school. Of course there’s the usual interest in the Ivy League schools.

I found that I wanted a school that offered flexibility in major declaration, opportunities for undergraduate research and a strong history of acceptances into graduate school and medical school. Wesleyan receives a substantial amount of funding for undergraduate research and students get involved with it as early as their freshman year. This was an incredibly appealing aspect for me. I consider my undergraduate career


to be just one step in my academic career therefore graduate school has always been a very likely possibility and I wanted a school that had a history of students with similar goals. I believe that sharing similar goals (like pursuit of higher education) builds that atmosphere and community of the school. Another appealing factor about Wesleyan (in the non academic sense) is that it is known as an activist campus. Students have strong beliefs and are willing to stand up for them. I thought that this would be a pretty inspirational place to be. When I was talking to students who were already attending university, I had some pretty tough decisions to make in terms of which school to choose. Many people constantly told me that I had to pick one that “felt right.” I didn’t really understand what they meant by that then. But now I think I would interpret that as the attitude of the campus. And trust me, campuses have personalities. Wesleyan’s seemed very open and co-operative among other things. Any pointers to high schoolers who are currently in the midst of making their choices? Especially when you’re making your master list, always be willing to add to the list. There are literally hundreds of schools out here and once you start your research, you’ll come across more that seem interesting. It’s also very important to keep an open mind. Don’t just look at the big names. Just because you haven’t heard of the school before, doesn’t mean that it isn’t reputable or a fantastic fit. I hadn’t heard of Wesleyan University until eleventh grade. But as I learned more about it, it grew on me and now I couldn’t imagine being anywhere else.


Unearthing hidden gemsRenuka Vaidyanathan, on helping her daughter with choosing the right college.

Renuka’s daugther Akshita was recently accepted to Tufts University on Early Decision. Renuka speaks about her role in helping Akshita decide on the right set of colleges to apply to. How did you help your child choose her college? What were your inputs? My inputs were many - some were considered, some were discarded! I helped with the college long list which was then pruned to a short list, met with the counsellor to fine tune the list, suggested essay topics, suggested supplementary essay topics, oversaw all the applications, and sort of held her hand through the process.

What were the criteria you felt was important in choosing a college? Did this differ from your child’s list in any significant way? If yes, how did you reconcile these? We visited six colleges over the summer break after grade 10 - this gave us an idea of size, private vs. public, location, reputation and ranking, how important it was to be in an Ivy, college majors etc and helped with the selection of the long list. Most of the colleges we visited made it to the long list. There was some difference with what Akshita picked - she tended to prefer the colleges favoured by her high school and was ignoring some hidden gems like WashU at St Louis, Emory, which I finally convinced her to pick. It was easy with the others she picked (as all these colleges visited their school and had talks for the students). She was completely and totally impressed with the Tufts talk and decided to apply ED to Tufts, which until then was being considered along with regular decision. We were clear about not wanting a very big city (dropped NYU even though it was in the original list), not wanting a public university (dropped UC Berkeley though we visited and had it on the long list), having a small undergrad population (around 5000) and small class sizes. Where there any instances where you both had opposing views on a college – you loved it and your child hated it, or vice versa? How did you reconcile your views? Her entire list was uber-exclusive, though she did not pick any Ivies other than Brown (she thought they would be too snooty for her though she might have fitted into the academic criteria) - her counselor and I had to make her pick some safety colleges (she finally picked Occidental and Trinity). We had opposing views on the Claremont colleges - I liked Pomona, but she didn’t and ended up picking Claremont McKenna in favour of Pomona but later dropped it as she thought she would not be a ‘cultural fit’ in this college - her final list did not have any of the Claremont colleges and I was a little upset about that. I wanted more California colleges (she had three) because of the weather, but most of hers were in the East.


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GOALS OF A SPORT AND FITNESS PROGRAMME

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s parents, we have a set of expectations from any programme that our child is enrolled in. We want them to achieve some end goal or objective. So, what do we expect from a sports and fitness programme for our child? While the objective of any sport and fitness programme must be to build skills for both now and the future, a lot depends on other factors like the age of the child, the psyche, the physical and mental makeup, the attitude of the instructor, and the nature of the sport.

Physical Benefits: •

Motor skills & coordination

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Speed & agility

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Building muscular strength and endurance

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Flexibility

Each sport usually has its own set of physical and mental requirements, and builds different physical and mental strengths. For example, team sports like football and cricket may appeal to a child who is an extrovert. However, all sports and fitness programmes have some common goals and objectives, and that is what we are going to be talking about this time. The benefits of a sport programme actually extend beyond just the physical. Many sports are usually socially oriented. However, most kids are not ready for a group activity till almost the age of four and some may take even longer. It is very important for a coach to understand this and not force children into any sort of interaction that they are not happy with. Sport is normally a thrilling experience both for the players and the spectators. 72 | ParentEdge | May - June 2012

Developing Social Skills: •

Respect for the team, the game, the rules and the players

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A can-do and competitive, ‘winning’ spirit

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Ability to win and lose gracefully

And hence an important objective of sport is to build the ability to control one’s emotions and handle this in socially acceptable ways. Taking pride in playing for your

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team is a very deep emotion, but at the same time, upsets in matches should be dealt with equal calm. Learning to handle emotions and reactions is a very important part of growing up and an important life skill. Sports can therefore teach you how to handle Life.

Here are some tips to help you as a parent, decide on how to decide on age-appropriate sports programmes:

For ages 5 and below • The programme must be fun. • It should enhance the basic skills of the child and help develop other skills required for future sport and fitness activities. • The instructors must be friendly and must be able to connect with the child. They must be knowledgeable not only in their sport, but also in the overall wellness of the child. • The range of activities must be wide enough to engage the child’s attention.

For ages 5- 8 • While the programme should be fun, it is important that the child understands the importance of rules and how to play on a team. • The programme must focus on the specific skill sets. • The instructors must be able to excite the child’s imagination while ensuring that the child follows the rules of the game. • The focus is usually a smaller range of activities but in greater detail.

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For ages 8 plus • The programme is now all about serious sport and fitness. • The basic foundations for sport and fitness have been laid and the child must now focus on the sports he is interested in and that which plays to his strengths. • The instructors must be well trained in overall physical wellness and the details of the sport, both practical and theoretical. • The child must choose one or at the most two sports to ensure that she builds kinaesthetic intelligence and muscle memory in the body. While on this, we often notice that children, especially girls, above a certain age prefer to sit and talk, rather than play. It is important for parents to ensure that teenagers play and maintain a fit lifestyle. This is the foundation for a healthy life after 20. Lastly, any sport has to be physically and intellectually satisfying. What we mean by this is that the child has to make an effort to understand the rules of the game, develop a workable strategy for the game and have the mental capability to change strategies when things are not working out during the game. When choosing a sporting programme, try and align it to the strengths of the child. It is important to assess the abilities of the child before enrolling him/her in a sport programme. Realize that forcing a child to play a sport he or she may not be interested in may create an aversion to sport itself. Look for a programme that’s fun, energetic, where the coaches are well equipped and trained and one that your child really enjoys going to. If the child looks forward to the sessions eagerly, you know you are on the right track.

Sports And Fitness For Kids May - June 2012 | ParentEdge | 73

Time Pass

Time Pass

Searching for all things summer!

Picture Puzzle!

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Different Strokes

Ellen Winner on

Gifted Children

Gifted Children

E

llen Winner is a Professor of Psychology at Boston College, and a Senior Research Associate at Project Zero, Harvard Graduate School of Education. She received her Ph.D. in Psychology from Harvard University in 1978, working with Roger Brown on child metaphor. Her research focuses on cognition in the arts in typical and gifted children. She is the author of over 100 articles and four books: Invented Worlds: The Psychology of the Arts (Harvard University Press, 1982); The Point of Words: Children’s Understanding of Metaphor and Irony (Harvard University Press, 1988); Gifted Children: Myths and Realities (Basic Books, 1997, translated into six languages and winner of the Alpha Sigma Nu National Jesuit Book Award in Science).

iDiscoveri, a social enterprise with a mission to renew education in India, hosted Professor Winner in January along with her husband Professor Howard Gardner. ParentEdge was lucky enough to get an exclusive interview with Professor Winner, where she shared her expertise and insight, born of years of experience and research in the area of gifted children and child prodigies. May - June 2012 | ParentEdge | 75

Different Strokes

What differentiates gifted children from simply exceptionally talented children? I believe that there is no such dividing line between a typical talented child, a gifted child, a very gifted child and a child prodigy; I think it’s all one continuum. It just gets more and more extreme. Gifted children have three characteristics – the first one is pretty obvious, it’s that they have a high ability to learn in a particular area – it could be mathematics, reading, the ability to draw realistically, music, or athletics. Gifted children often have a talent in one of these areas and are not particularly talented in other areas. So it’s a high proclivity to learn, starting out with very high ability and learning very quickly.

Gifted Children

I believe that there is no such dividing line between a typical talented child, a gifted child, a very gifted child and a child prodigy; I think it’s all one continuum.

The second characteristic is what I call ‘a rage to master’, which is another way of saying passion. These children are extremely motivated to learn in their area of giftedness and you often can’t pull them away. Parents are not pushing these children; parents are trying to keep up with these children. And the third characteristic is something I call ‘marching to their own drummer.’ So these are children that are different from others and they don’t mind being different. Especially when they are young. Sometimes in their teen years, they try to be like others, they don’t want to be gifted because they get teased. But they start out non-conformist, they are different from others, and they hardly notice they’re different. They just go their own way and they even learn in a different 76 | ParentEdge | May - June 2012

I always tell parents that the most important thing that they can do for their child is find one other child like their own.

way. They solve problems in a different way – not just faster, but in different ways. For example, a child gifted in Maths would solve math problems in unusual ways, not the typical way. You mentioned that they are nonconformist in their early years, till peer pressure catches up with them. This means that because of who they are, they will feel some amount of social isolation. How do they cope with that, and how can parents and teachers help them cope with that? I think the biggest social and emotional problem is that they can’t find other people like themselves. The more extreme the gift, the more difficult it is to find children like themselves. I always tell parents that the most important thing that they can do for their child is find one other child like their own. And that’s often difficult to do. If you are in a big city, it’s easier, especially with the Internet, because there are a lot of groups now of parents of very gifted children – they have all kinds of support groups, they talk to each other. It may be possible to log into one of these groups and find other gifted children living near you. In the US, we also have summer programmes, and you can start these when you are as young as 11. If you score very high on the SATs – either the Math - or the Verbal section – you can qualify to go to these summer programmes for three weeks. You take a very intensive high school course that is for children much older than you, and you take it with other children your age who are also very gifted. And children say that the most important thing they got out of these programmes was not the intellectual stimulation but, discovering other children like themselves.

Different Strokes

As a parent, how can I recognise that my child is gifted? At what age will I start seeing the signs? When you see a gifted child, you know it. I’ll give you some very concrete examples. Children who start to read at age two, or three or four, before they go to school, when nobody is teaching them. They just pick it up. Of course, they couldn’t do it if they didn’t have an adult who read to them a little bit. I had one child who asked his mother to read him a book for one week and to point to each word as she said it. And then he picked up another book and asked her to do the same thing. And after two weeks, he had completely cracked the code of reading! He never wanted to be read to again. If you see a child doing that, you know your child is linguistically gifted. If your child starts to speak in full sentences before a year of age, you know that your child is gifted linguistically. If your child is obsessed with numbers and is always asking for people’s birthdays, and saying “oh you were born in 1948 and he was born in 1962, that means you are x years older than him”, you can tell that the child is undoubtedly mathematically gifted. I study children who are gifted in drawing and at age two, they are starting to draw things that are what we call representational –they are not just scribbles. And by three and four, they are drawing quite realistically. The drawings look nothing, like the drawings of their age peers. Another example is, children who can sit down at a piano and copy tunes that they just hear. These things are very striking. If a gifted child is not recognised as such, and not given ample training and encouragement, will

Gifted Children

he still continue to maximise his potential, or lose all that talent along the way? If you have an extremely gifted child who is not given any kind of support, sometimes, he will become so bored and frustrated in school that he will stop and lose interest in learning. That is a danger and that’s one reason why it’s really important to have programmes for gifted children.

projects. I think that’s good because these children need other children like themselves, but the problem is that it doesn’t give them advanced level instruction. Because then they go right back to the classroom, this is only a kind of a ‘Band-Aid’ solution. A cheaper solution is just to skip

When you see a gifted child, you know it.

Can these children be integrated into mainstream schools or do they need something special? I think it’sprobably unrealistic to think that all these children are going to get special schools. The United States doesn’t do this either – it’s very expensive. So what are the cheaper alternatives? Well first I’ll tell you something that we do that I don’t think is very satisfactory. We have ‘pull-out’ programmes that start when the child is about nine. If the teacher thinks that the child is very gifted, he is given an academic test that is numerical and linguistic. If the child qualifies then he is able to go once or twice a week outside the classroom to be in a group with other children like himself who qualify, and then they do special

grades. So a child who is five years ahead of himself may just skip five grades. But that’s a problem sometimes because to put an eight year old with 13-year olds is not always a good thing. It’s a choice you have to make – do you want your child to be with the same age group, or the same mental level group? There is no perfect solution. The only ideal solution is to have a special school for these children, but then you would need a special school for the mathematically gifted, for the linguistically gifted, for the artistically gifted …. so let’s face it – it’s probably not going to happen. May - June 2012 | ParentEdge | 77

Different Strokes

Another solution that I think would be the best but I’ve rarely seen it implemented, is if the child could grade-skip just in the area in which he has high ability and then come back down to the regular classroom. I have a friend whose child is a math prodigy. He was in a school in the sixth grade, but he was able to go to the high-school math class every day, during the same time that his sixth grade was having math. And then he came back to the regular class. This was only achieved because the parents were highly sophisticated and educated and they fought for it. The school didn’t have a special programme to do this. And this would only work if the schools were organised vertically, so it was always math at the same time, history at the same time. I think that would be a good solution because then children would be with their mental-age peers for the subjects in which they have high ability, and with their age-peers for the rest of the time. But this would only work if the schools were organised vertically, so it was always math at the same time, history at the same time. And then there is one other alternative outside of school - after-school programmes and summer programmes for the highly gifted, especially if they are in the particular area in which your child is gifted. Don’t assume that all gifted children are the same – a mathematically gifted child needs something very different from a verbally gifted child. Is there any correlation between how gifted a child is and how successful his career will be later? Very important question – what happens to these kids later? If they get the proper nurturing, education, and parental support, a lot of them go onto become experts; by that I mean he may become a professor of mathematics, a lawyer, a doctor, an accountant, an engineer, or a professor. But not all of them do that. Some of them achieve less. We expect that they are all going to be the Einsteins. But very few make the leap from being a child prodigy to being a great creative transformer. It is much more common to be a gifted child than to be an adult creative genius. Because the skill of 78 | ParentEdge | May - June 2012

Gifted Children

Don’t assume that all gifted children are the same – a mathematically gifted child needs something very different from a verbally gifted child.

It is much more common to be agifted child than to be an adult creative genius. being a gifted child is the skill of being able to learn very quickly or mastering what is already known. To make the leap to being an Einstein you have to invent, you have to discover something new. That’s rare. It’s a different kind of skill. So I think that it’s unfortunate that we expect our child prodigies to become Einsteins. It’s not a fair expectation. Mathematical and linguistic excellence is more easily assimilated within the school system. But when they are musically or artistically gifted, how do these children fare in academics? Where do they find the balance? It’s been shown that children who are musically gifted tend to do better in school than children who are artistically gifted. We don’t really know why that is. One possibility is that musical giftedness involves studying an instrument which means learning to read music notations, and taking private lessons and practising every day; those are very school-like tasks.

But there is no correlation between how a how good a child is at art and how he does at school. And that could be because children who are very good at art are not learning the skills of practising and reading a notation. It could also be that parents who are very concerned about their child doing well at school push their child in music as well because they are of the view that their child should take a musical instrument. They do not, in our culture, have the view that their child should paint. That’s considered totally different and unrelated to academics. We have this view that music is related to scholastic ability and so some parents push that and that could be why there’s that connection. Schools in America do nothing for artistically gifted children – they do not have special pull-out classes for artistically or musically gifted children. As you get to high school, there is the opportunity to take more advanced courses in music or art. And that’s a kind of self-selection.

Different Strokes

What kind of parental involvement and investment do gifted children need to maximise their potential? Well, I don’t think you have to be rich to nurture a gifted child. You have to be knowledgeable. You have to recognise that your child is above his age level. And you have to show the child that that’s good, that you believe it, and that it’s a wonderful thing. And, you have to provide the child with materials. So what are these materials? If it’s a child who is linguistically gifted I would read to the child, and give the child books to read. If it’s a child who likes to draw – you don’t need expensive and fancy art material, but you need paper and markers. You need to encourage the child and also expose the child what other artists have done. And there are other things that parents can do – if they don’t have the expertise themselves to work with their children,

Gifted Children

they can find a student who will be child’s tutor. Of course that would cost money. But if you have a mathematical genius child and you don’t know how to work with him, and the school is not providing the adequate stimulation, and you live in a city that has a university, then you can find a university student who is studying math and ask that person to come once a week and work with your child. What are some of the things that schools should typically be doing to encourage gifted children? Well, schools should realise that it’s okay to recognise giftedness. In the United States, it’s considered elitist! There’s a feeling that we should put our resources into the poor and the learning-disabled children. Of course that is extremely important, but I don’t think that we should have to choose. Schools should realise that every child should be educated at the appropriate level of talent. And to take the most high-ability children and educate them at a level below

I don’t think you have to be rich to nurture a gifted child.You have to be knowledgeable.

their ability is unfair to the children. It’s also a self-destructive thing for a nation to do because those children have the greatest potential to be our leaders. So first schools need to recognise that giftedness exists and then they need to figure out what to do about it. And I think the best thing they can do, if it is a large enough school that there are enough children with the same kind of gift, they could have special classes for them – they could have an Advanced Math class, for example. But if I were designing a school I would make it such that there was no age grouping, only ability grouping. You would take math at the appropriate level, reading at the appropriate level – whatever level you’re at and it would be a mix of people with a big age range. So first schools need to recognise that it exists and then they need to figure out what to do about it. And I think the best thing they can do, if it is a large enough school that there are enough children with the same kind of gift, they could have special classes for them – they could have an Advanced Math class. But if I was designing a school I would make it such that there was no age grouping, only ability grouping. You would take math at the appropriate level, reading at the appropriate level – whatever level you’re at and it would be a mix of people with a big age range. When should parents of gifted children push them more, and when should they stop? I think parents should encourage their children, all children, no matter what level they are at, to want to do well in school. Usually with very gifted children, the parents don’t need to push, these children are self-motivated. The schools don’t realise this and they think that the parents are training their children at home.

Schools should realise that every child should be educated at the appropriate level of talent.

If you look at home environments of very gifted children, they tend to be enriched environments with lots of books and stimulation. Even if the parents don’t have lots of money, they have very high values in education. They have lots of stimulating May - June 2012 | ParentEdge | 79

Different Strokes

materials around. People say “oh, that’s what causes the giftedness,” but I think another more reasonable explanation is that these children are demanding stimulation and the parents are trying to find it. Of course I’m sure that there are many gifted children who are undiscovered because they come from extreme poverty, their parents are not educated and they don’t recognise it in their children. If you look at who qualifies for gifted programmes, its way slanted towards the upper income and Caucasians and Asians. And the problem is that African American and Hispanic kids and poor kids from all races are left out. And this is not because of racial differences, it’s because these children are not recognised since their parents don’t have the means and the education to recognise it and fight for them and stimulate them. So are you born with giftedness or is it something that is inculcated in you because of who your parents are? I do believe that you are born with giftedness. Children who are born with very gifted abilities have different brains – we don’t know what is different about their brains but they have a capacity to learn in a way that other children don’t. However the environment also plays a role. For example, the claim that Asian or Chinese children are more gifted musically is bogus. There is no evidence that they are born this way. We do know that the culture and values of hard work, discipline and sticking to something and high achievement encourages talent when the whole culture is behind you pushing, you’re going to achieve more. In America, we have very low expectations of our children, and our children, therefore, don’t do very well. In China, Singapore and Japan, the parents have very high expectations and it’s accepted that children work very hard. This is also true of Russian and Jewish cultures. So it all has to do with culture and what you value. If you look at East Asian schools, and I’m sure the best schools in India, and the best schools in Europe, they challenge children much more than in American schools. Challenge everybody more and then take 80 | ParentEdge | May - June 2012

Gifted Children

the children who are still way ahead of their peers, and give them something different and more advanced. How do you ensure that gifted children lead somewhat normal lives? Great question! So what do we mean by normal lives? You really can’t make these children normal. That’s the first thing that parents have to understand – their children are not normal. It’s not a bad thing, and they need to find other non-normal children like them. I do think it is important to ensure the emotional happiness of these children and so one thing I recommend is that parents not put their children on the public stage. That means making a young child play piano at a place where only adults play just to have people say, “Oh my God! Look at that eight-year old performing at Carnegie Hall!” or putting them on radio quiz shows. I think that’s too much pressure.

If you look at home environments of very gifted children, they tend to be enriched environments with lots of books and stimulation.

Children who are born with very gifted abilities have different brains – we don’t know what is different about their brains but they have the capacity to learn in a way that other children don’t. However the environment also plays a role.

Different Strokes

Gifted Children

I think the most important thing that parents can do is to let the child know that she is loved not for the fame she is bringing their parent, or her gift, but for herself.

I think the most important thing that parents can do is to let the child know that she is loved not for the fame she is bringing their parent, or her gift, but for herself. Some parents are so excited by the fame that their children bring them that the child may get the idea that she has to keep being famous to make her parent happy. That’s dangerous. And then finding other children like themselves – they discover that there are other children who are not normal, whom they can relate to. The older the child gets the easier it is because they get to selfselect into their niche. So when you choose a university, if you are of high ability, you are going to go to a place where there are other kids just like you. But at a younger age, parents need to try and make their environment as normal as possible. - As told to Kritika Srinivasan, Editor

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If you are interested in reading more about gifted children and finding out if your child is gifted, be sure to pick up a copy of Professor Winner’s book “Gifted Children: Myths and Realities” (BasicBooks, 1997). You can also email her at [email protected] with your questions.

Picture Puzzle Answers

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Image Courtesy: Tailor Bird, Bangalore

Children’s Libraries P a n I n d i a

British Council libraries The British Council libraries in India are run by the British Council, UK’s leading organisation for cultural relations. These libraries are present in nine Indian cities – Ahmedabad, Bangalore, Chandigarh, Chennai, Hyderabad, Kolkata, Mumbai, New Delhi and Pune. They have extensive children’s sections that offer not only fiction and literature, but also encyclopaedias and research books on just about any topic. These meticulously organised libraries also offers children’s CDs and DVDs. Eloor libraries The Eloor libraries are a hotspot for children. They have been successful in a number of Indian cities including Bangalore, Chennai, Cochin, Delhi, Kolkata and Trivandrum. Started 30 years ago, these libraries offer books of every genre, including an extensive children’s collection.


JustBooks JustBooks runs several libraries across eight Indian cities: Bangalore, Ernakulam, Hyderabad, Kolkata, Mangalore, Mumbai, Mysore, Pune. With a vast collection of over 400,000 books to choose from, JustBooks also offers customers a drop-off and pickup facility. The different libraries also organise several activities and events for children, to encourage in them a love for reading.

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M u m b a i

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Dr. B.C. Roy Children’s Reading Room and Library The Dr. B.C. Roy library, one of the oldest and largest children’s libraries in India, houses over 600,00 books devoted to children. Needless to say, the library offers an extensive range of genres, making it practical for both academic and recreational purposes. Five-year old preschoolers to eighteen-year-old teenagers can all enjoy the collection in this library. The library also has a rich history, being founded by a renowned cartoonist, the late K. Shankara Pillai in 1962 and inaugurated by the third President of India, Dr. Zakir Husain. Address: 4, Bahadur Shah Zafar Marg, New Delhi - 110002 Tel: 23316970/74 E-mail: [email protected]/[email protected]

Little Angel Kids Library One of the most popular children’s libraries in Andheri West, the Little Angels Kids Library features over 2000 books, mostly for children between the ages five and ten. The library has refined its collection over the past eight years to suit the needs of little children beginning to read books. Address: Shop Number 4, Dharma Shastra, JP Road, Near Sony Mony Showroom, Andheri West, Mumbai - 400053 Tel: 26235675/9833393090 J N Petit Institute Library The J N Petit Library is one of the most prestigious libraries in India. 155 years old, it is steeped in tradition and culture. Here, children can enjoy a 5000-book exclusive children’s section in an inspiring ambience, with created by The old British architecture and magnificent high ceilings creating a sense of freedom and space. During the course of the last five

Hippocampus In its ninth year of operation and in the heart of South Bangalore, Hippocampus is a convenient choice for many parents. Since the library opened in 2003, it has grown immensely to carry over 15,000 books. Hippocampus is also the proud host to several workshops and clubs for children around the year. Among their most popular events are book - related activities, where children are acquainted with characters from different novels. Address: 525, 16 Main Road, Koramangala 3 Block, Bangalore - 560034 Tel: 25630206, 41101927 th

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Out of the Box Out of the Box, a dedicated children’s library in JP Nagar, South Bangalore, contains a sizable collection of 7000 books. This library invites children to participate in several book-based activities during different seasons of the year. Furthermore, reading programmes are conducted regularly to ensure that kids can take ample advantage of the library’s collection of books. The library is relatively

Delhi Public Library Founded in 1944 and with four branches, the Delhi Public Library makes its mark in all four corners of Delhi - North, South, East and West. The Delhi Public Libraries contain comprehensive sections for children. Not only do they provide over 4500 books, but also offer an opportunity for kids to amuse themselves with computer games, carom and chess. Competitions where children can showcase their talents are held frequently as well. Address: H-Block, Sarojini Nagar, New Delhi - 110023 Tel: 24101261, 24670290 E-mail: [email protected] Website: www.dpl.gov.in Timing: 9.30 a.m. to 6.00 p.m. Closed on Sundays

years, the library has revamped its entire children’s section, making it better suited to the needs of kids of all ages. Address: 312, Dr. DN Road, Fort, Mumbai - 400001 Tel: 22048463 Shemaroo Library Shemaroo Library strikes all the major chords of a good Children’s Library. Though it offers books for adults as well, the library has dedicated an entire section to children’s resources. It contains a wide collection of books as well as informative games and CDs which aim to educate through entertainment. The books themselves are of a wide variety, offering classical and contemporary reading for children of all ages. The library is celebrating its 50th anniversary this year. Address: Om Chambers, Kemps Corner, Mumbai - 400036 Tel: 23640202, 23694026

new - just four years old. Address: 44, WGHC Layout, 1st Main, J.P. Nagar 7th Phase, Bangalore - 560078 Tel: 9902006028/9902006029 E-mail: [email protected] Website: www.outoftheboxindia.net I-Cue With over 8000 books, I-Cue is a children’s library with books and much more. It holds classes, activities, and special events round the year for children to attend and benefit from. Kids’ book programmes are common. I-Cue also specialises in home delivery, a unique feature in which the library sends out appropriate books, handpicked by them to the doorsteps of their members. The library has been very successful in its five years of operation. Address: J.P. Nagar 2nd phase, 887, 22nd Main, 11th Cross, Bangalore - 560076 Tel: 26587345, 65837471 Website: www.i-cueindia.com May - June 2012 | ParentEdge | 83

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Image Courtesy: Granth Bookstore, Mumbai

H y d e r a b a d

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Treasure House Children’s Library and Experience Centre As the name suggests, Treasure House Children’s Library and Experience Centre offers more than just a vast collection of books. One of the most diversified children’s libraries, it also offers programmes and workshops, and clubs that aim to proactively influence children’s reading habits. Its vision statements are: “We want to inspire children to read” and “We want to keep Treasure House fresh and exciting”. The library has 8000 books which kids can borrow or have delivered to their homes. The library has been running for two years now.

Little Bookworm A lending library for children aged between 2 to 14 years of age, Little Bookworm has a mixed collection of books. The titles range from Enid Blyton to Osborne, Trixie Belden to Nancy Drew and Asterix and Tintin to Amar Chithra Katha. The library also offers classics. For toddlers, it has interactive and illustrative touch and feel, sound and pop-up books for letters, numbers and colours. Apart from lending books, the library also conducts skits and games.

Address: Plot 1254/A Rd 63, Adjacent to ICICI Bank, Jubilee Hills, Hyderabad – 500033 Tel: 23550118 E-mail: [email protected]

Address: HIG A 15, Dr. A S Rao Nagar, Sainathpuram Road, Secunderabad, Hyderabad

Ajeepay Anand Children’s library The Ajeepay Anand Children’s Library is one of the renowned children’s libraries of Kolkata. This library, owned by a patron of education, the Ajeepay group, is an excellent place for children to gain knowledge. It has an assortment of books, including encyclopaedias, reference books, comics, storybooks and dictionaries.

RMIC Children’s and Junior library The Ramakrishna Mission Institute of Culture has allotted a major chunk of its capital to its “junior” and “children’s” sections. The Junior section caters to teenage readers while the Children’s one to kids between the ages 6 to 12. These two sections combined have a volume of 21,180 books (junior section with 6,655 books and children’s section with 14,525).

Address: 115, Park Street, Park Street H.O., Kolkata - 700016 Tel: 22170073

Address: Golpark, Kolkata 700029 Tel: 24641303/24652531/24661235 E-mail: [email protected]

Hippocampus Children’s Library Hippocampus, in partnership with Max Muller Bhavan was inaugurated on November 13, 2011. Though relatively new, the library carries forward the legacy of its Bangalore counterpart. The library is a spacious duplex with luxurious furniture including a reading plane, a spaceship for children and a lovely reading lounge for teenagers. Though the library has begun with only 2000 books, the ambience it creates encourages reading and draws children in. Address: No.4, Old No.7, 12th Street, Nandanam, Tel: 42067159


Compiled by Abhinav Jha

Scrumptious

Mango Mania

Mango Mania

Mangoes! Can’t you almost taste their delicious flavour when you just hear the word? And feel the sweet juice dripping down your chin as you imagine biting into a juicy, succulent and fleshy mango? While most of India swoons over sweet mangoes, for some, nothing can beat the tangy taste of the raw mango. The mango is undoubtedly the fruit of the Indian summer! So what is more appropriate now than experimenting with different dishes that you can whip up using the king of fruits?

Aam Panna

The perfect summer drink to cool down your insides on a hot day. What you need • • • • • •

250 gms raw green mangoes 1/2 cup powdered sugar 1/4 cup mint leaves (pudina) 1 tsp roasted cumin (jeera) powder 1 tsp salt a pinch of black salt (sanchal) - optional

What to do • Peel the raw mangoes, and chop them up into medium-sized pieces. • Place the pieces in a microwave-friendly bowl, add six cups of water and heat them on high power for ten minutes. Alternatively, pressure-cook the mangoes with the water. • Let this cool, and then blend into a mango puree. • Blend the mint leaves separately, adding a little water to get a smooth paste. • Add the mint paste, cumin powder, powdered sugar and salt to the mango puree. • Mix well. • Strain the mixture using a fine metal strainer. • Adjust the seasoning as per your taste. • Cool. • Pour the panna over ice and garnish with a mint sprig. Tip: For that tangy twist, add a little chaat masala as garnish.

Chilled Mango Cheesecake

The much loved common dessert, cheesecake, spruced up mango style. What you need • 1/2 packet of Marie biscuits • 2 tbsp butter • 1/2 cup fresh cream • 1/2 cup fresh thick curd (dahi) • 5 1/2 gms gelatin • 1/3 cup powdered sugar • 1/4 cup water • 1 ripe mango, chopped • Powder the Marie biscuits, and mix them with butter. Press this into a greased flan dish, and refrigerate until needed. • Mix the curd, cream, and powdered sugar together. • Melt the gelatin in 1/2 a cup of warm water. • Add melted gelatin to the cream mixture. • Place the chopped mangoes on top of the biscuit base in the flan dish. • Pour the cream mixture over the mangoes and leave to set for 2 hrs. • Decorate with mango pieces and cream. - Contributed by Priyanka Kumar May - June 2012 | ParentEdge | 85


Children and

Pursuits and Passion

Music Confucius, the renowned Chinese philosopher believed that, “music produces a kind of pleasure which human nature cannot do without,” and truly, it is impossible to imagine a world without music. Be it classical or pop, Indian or Western, music is an essential part of our lives. Music is a very personal experience, and different people enjoy different genres. However, the beneficial effects of music are universal, regardless of genre or person.

Image Courtesy: Harmony Music School, Bangalore

Soothing the savage breast: the benefits of music Music has been shown to be beneficial to children in more ways than one. While the lasting impact of the much-hyped Mozart effect (which says that listening to music can improve a child’s IQ) is under question, various studies have shown that learning music may enhance math, spatial-temporal and verbal abilities along with improving general intelligence. Music is said to be capable of actually rewiring the brain’s circuits in a particular way, such that songs linked to new pieces of information can cause the latter to be imprinted in one’s mind! Science aside, musicians, experts in the field, parents of children who learn music and the children themselves are all in agreement that learning music has many beneficial effects. 86 | ParentEdge | May - June 2012

According to US-based Dr. Ajay Divakaran, who has a passion for, and training in, Hindustani music, “Children become more confident when they learn music. Some time ago, I started teaching a child with a speaking disability, and now, thanks to music, not only has he overcome his disability, but is also eager to perform on stage!” Adds Smitha Krishnan, a proficient violinist (western and Carnatic styles) and vocalist (Carnatic) who lives in the US, “Learning music has been the most important thing in my life. Music taught me discipline. It taught me that dedication is required for anything and everything I do. It has taught me that while giving up may be the easy thing to do, it is not the right thing to do. Music has also

helped me through a lot of stressful times.” Sandra Oberoi, a western classical music educator with a double degree in Music Education and Vocal Performance, sums it up - “There are numerous benefits that come with learning music. It engages both parts of the brain, thus making vital connections between them. A study showed that high school children’s mathematics skills became better if they were enrolled in music lessons. Music enhances an individual’s spatial intelligence. It builds self-esteem and confidence. Music helps to improve creative thinking, particularly when you are involved in areas such as composing. It also helps to improve social skills, especially in choir settings. Aural training sharpens the mind, allowing an individual to become more alert and sensitive.”


Evidently, music plays a useful role in our lives and, as parents, you may be interested in exploring if your child can benefit from the experience. That brings up another, possibly more relevant, question. How do you find out if your child has an inclination towards music?

Yous Hendriks, owner of Dutch Touch Edutainment and a passionate musician, offers an interesting perspective. In her view, every child has an innate sense of rhythm and music, which can be tapped if he is exposed to music at a young age. For over a decade, Hendriks has been offering “music education” to groups of very young children—infants to six year olds. In her classes instructions are delivered through songs. Children learn to do age-appropriate tasks through music. Hendriks says that through this method, children have a lot of fun; they become expressive and confident while also learning discipline. Musicled group activities also have a positive impact on emotional and social skills.

Striking the right notes: is my child musically inclined? Here are some ways to gauge your child’s inclination towards music at an early age: • Children who are musically inclined, may, even at an early age, lean towards tunes, get up and dance, and show a visible bodily response to music • Let children try out music; watch them and see if they gravitate towards any instrument without any external pressure, maybe teach them a little and observe their response • Observe if the child has an ear for music — can he reproduce tunes, or identify ragas? Initiating formal training in music Once you establish that your child is musically inclined, you will naturally be anxious to enrol him in formal music training. But what is the appropriate age at which to start formal training? Experts believe that around six or seven years is a good time, as the child will be able to appreciate music or handle an instrument comfortably, although it is alright to start earlier if you can spot definite signs of interest.


Building Proficiency As the child advances in musical training, naturally enough, demands on time and effort increase, with the student needing to increase the hours of practice he puts in. Anders Ericsson, a Swedish psychologist, has articulated the popular “10000 hour rule”, which states that a person needs to invest around 10000 hours to gain mastery in his chosen field. Little wonder then that experts and students of music alike underscore the importance of practice in building proficiency in music.

While initially, daily practice sessions of 15-20 minutes may suffice, this will need to increase to an hour and later, two hours, as your child advances. Traditionally, early morning has been recommended as the best time for the daily riyaaz or sadhakam, in order to ‘open up’ the voice. With children having to leave for school early, this may not be always practical. Some teachers suggest that students practise at least for 15 minutes in the morning.

Proficency = Practice + Passion

A very important step in getting your child started off is to identify a good teacher who can lay the right foundation and also nurture your child’s love for music. Parents need to be diligent about this and not be tempted to seek out convenient choices, as the pain of unlearning can be quite high if proper guidance is not provided in the initial stages. May - June 2012 | ParentEdge | 87



Some practitioners of music feel that exams are unnecessary because they are not a real measure of how well a student knows his music and his instrument; rather, they are a measure of how well he knows the syllabus for the exam. However, there are others who feel that exams help inculcate in the learner a wholesome approach to music. Most of the time, the syllabus is well thought through, and it boosts your technique and knowledge substantially as you progress from grade to grade. “Exams play a role in motivating the child. When you are young, sometimes it’s hard to push yourself, but once you commit to exams, you get that desire to do well,” says Barbara Thomas, a pianist and music teacher from Bangalore with over four and a half decades of experience. Oberoi however questions the merit of exams, especially for younger children. “Younger children are especially vulnerable to the exam pressure. Might I ask, is it right to judge the capacity or proficiency of a child based on that one test that she has taken? Examinations more often than not take away the fun aspect of music, and this is especially true with children younger than eight years.” Exposure to music, other than just lessons and practising, is equally important to gain proficiency. Listening to music, attending concerts, reading about music, interacting with peers who are passionate about music and participating in competitions and festivals are some ways to expand your child’s horizons. Today the internet has made available many resources that can be really useful. Music lessons are available online, and online classes (offered through Skype) are becoming increasingly popular. Older children, especially, can make good use of such resources. In addition, many CDs that aim to make classical music child-friendly are also available – ‘Mozart for Children’ (Eclipse Music Group) and ‘Tyagaraja for Children’ (Virgin India) are two such excellent adaptations. The method in the madness: are music exams really necessary? Music exams are highly recommended by some, but dismissed by others. So, what are these exams exactly? And what value do they add? Music exams are just like other exams one can take. They have a syllabus whose content has to be learnt by the student appearing for the exam. You have the option of answering both theory and practical exams, or only practical exams, depending on the genre of music you are studying and the Board you have opted for. Here are the different ‘Boards’ that offer music exams and certifications: • The Trinity College of Music, London (Western Classical) • The Associated Board of Royal School of Music, London (Western Classical) • London College of Music Examinations, London (Western Classical) • Gandharva Mahavidyalaya, India – Hindustani • State Boards offer Carnatic music examinations - Karnataka for example has a three tiered—junior, senior and vidwan— examination syllabus 88 | ParentEdge | May - June 2012


Singing for your supper: making a career out of music Proficiency in music not only allows you to spend your leisure time profitably and pleasurably, express yourself and demonstrate your expertise through performances, but also opens up career options (check out the Cross Roads feature in our November 2011 issue where we speak of Music Production and Engineering as a career option).


Young children (4-10 years) • Ensure regular practice (20 minutes a day for beginners) preferably at the same time every day • If you have some prior knowledge of music, sit with your child and practise with him • Get your child to listen to music. Try to pick out contrasting pieces of music and see how he reacts • Pick out a few pieces of music to play during the week and tell your child the name of the song and its composer every time you play it. At the end of the week have a game to see if he can remember the name of the piece and the composer when you play it • Buy music CDs – look out for “child-friendly” music Older children (tweens and teens) • Take your child for musical concerts in his chosen genre • Ensure both regular (at least an hour daily) and good quality practice • Give honest and constructive feedback • Identify music competitions (if you believe your child will be motivated by these) • Help balance music with academics and other interests

A career in music can include: • Teaching music • Being an accompanist • Music production • Playback singing • Becoming a performing artist • Music composition Interestingly, many of the above options can be pursued alongside a ‘mainstream’ career as well.

Parents should also provide emotional, physical and moral support for the child through his musical journey. “Parents should encourage, and maybe exert a little bit of subtle pressure,” says Thomas. Sometimes, parents either push their child too much, or praise the child endlessly, both of which are major no-nos. “Don’t demand too much from your child – every parent thinks their child is very gifted, but if it turns out, after some exposure, that the child has only of a certain level of capability, learn to accept that and enjoy her playing rather than pushing her too much,” continues Thomas. So there you have it – in a nutshell! If you suspect that your child may be musically inclined and has it in him to transform that inclination into proficiency, and maybe even genius, it’s time you started looking around you. The resources listed below should help you in your search.

A caveat here: “A career in music is only for people who are sure that this is what they want to do. You have to decide what kind of music you want to specialise in, and gain proficiency in that field, talk to the right people, become known. In my experience, pursuing classical music as a career is very challenging, and ideally it should be pursued alongside another profession,” cautions Tara Kini, a consultant in education and music, and a practising Hindustani musician and musicologist with 26 years’ experience.

“My mom drives me to class. She sits with me while I practise. She’s my biggest critic and biggest supporter.” – Priyanka Prakash, 20, a proficient Carnatic style vocalist, who started performing at full-fledged public concerts at the age of 16

The parent’s role: what you can do to support your child’s interest in music It is not enough to simply send your child for music lessons. If you want him to attain a degree of proficiency in music beyond merely learning to perform for the family, you have an important role to play in honing his talent. Here are some things you can do:

“My grandmother explained why it is important for me to learn Carnatic music—she helps me practise and also makes me identify ragas regularly.” – Pulari Baskar




Additional Resources Music Schools in India

Name of School

Genre

Location

Name behind the school

Shankar Mahadevan Academy

Carnatic, Hindustani vocal, light & devotional music

Online

Shankar Mahadevan

Sruti Music and Cultural Academy

Carnatic, Hindustani vocal, light & devotional music

Online

Chitra Nagaraj

Institute of Music Technology

Western contemporary, classical, Carnatic

Chennai

John Satya

Isai Mazhalai Music Schools

Carnatic

Chennai

Abhaswaram Ramjhi

Srishti’s Carnatica

Carnatic

Chennai

Sowmya, Sashikiran

KM Music Conservatory

Western & Hindustani vocal & instruments

Chennai

A R Rahman

Musee Musical School

Western Classical

Chennai

Musee Musicals

Brhaddhvani

Carnatic

Chennai

Karaikudi S Subramanian

Subramaniam Academy of Performing Arts

Carnatic (vocal, violin), Western Classical Piano

Bangalore

L Subramaniam

Rhythm Riders Music Institute

Hindustani Music (vocal, tabala keyboard)

Ahmedabad

Pandit Divyang Vakil

Calcutta School of Music

Western Classical, Indian semi-classical

Kolkata

Dr. Phillipé Sandré

Gandharva Mahavidylaya

Hindustani

Delhi

Vyas Sangeet Vidya Mandir

Hindustani (tabla, vocal)

Mumbai

Pt. Ramchandra Vyas

Delhi School of Music

Western Classical

Delhi

Delhi Music Society

Bangalore School of Music

Western Classical

Bangalore

Aruna Sunderlal

Lorraine Music Academy

Western

Gurgaon

Lorraine Fiona Aloysius

Harmony Music School

Western

Bangalore

Sandra Oberoi

School of Music, CDMS

Western Classical

Trivandrum

World Music Center

Indian and Western - Classical & Contemporary

Bangalore

Team of musicians

Chakrapani’s World School of Music

Indian classical

New Delhi

Thakur Chakrapani Singh




Prestigious Music Festivals Name of Festival

When and Where

Organisers

Genre

Remarks

Baajaa Gaaja

Pune, every February

Shubha Mudgal

Multiple genres of Indian and fusion

In its fifth year

Shree Baba Harballabh Sangeet Sammelan

Jalandhar, every December

Shree Baba Harivallabh Sangeet Mahasabha

Hindustani Classical

Has been held for over a 130 years

Madras Music Season

Chennai, every December - January

Various Sabhas in Chennai

Carnatic

Among the largest festivals in the world

Thyagaraja Aradhanotsavam

January, Thiruvaiyaru, Tamil Nadu

Thanjavur Pankajam A.K. Naidu Trust.

Carnatic

Tribute to composer Thyagaraja

SPICMACAY Fest Series

Across India, in the 2nd half of each academic year

SPICMACAY

Indian classical music (and dance)

Seeks to promote Indian cultural heritage in children and youth through programmes in educational institutes

Sawai Gandharv Sangeet Mahotsav

Pune, December

Disciples of Sawai Kumar Gandharv, with the support of Arya Sangeet Prasarak Mandal

Hindustani music and dance

In memory of Sawai Gandharv, Hindustani music exponent

Tansen Music Festival

Gwalior, Nov-Dec every year

Hindustani Music

In honour of Tansen

Saptak Music Festival

Ahmedabad, January every year

Multiple genres - classical and semi classical styles

Inaugurated in 1980 by Pt Ravishankar

ITC Sangeet Sammelan

Delhi,

Indian classical

Started in 1971

Dover Lane Music Festival

Kolkata, every Dec-January

Indian classical music

Started in 1952

Chembai Music Festival

Trivandrum, September every year

Carnatic

In honour of reknowned Carnatic musician Chembai Vaiduyanatha Bhagawathar

Yaksha

Coimbatore, Feb-March every year

Isha Foundation

Indian classical

Started in 2010

Swathi Sangeethotsavam

6 to 12 January every year, Trivandrum

H.H. Sir Rama Varma Maharaja of Travancore Trust

Indian classical

Commemorates Swati Tirunal, legendary composer

ITC Sangeet Research Academy

Resources http://www.carnaticindia.com/learn_music.html

Carnatic

http://musiciansway.com/blog

Western classical

http://www.childrensmusicworkshop.com/

Interesting resources for children

http://www.littlekidsrock.org/flash/kidsite/lessons.html Thyagaraja For Children

CD with karaoke available

Mozart for Kids

CD series designed to introduce classical music for children




Expert Talk Sandra Oberoi’s perspectives on music and children

How do you find out if a child is musically inclined? Some children begin singing at a very early age, or begin dancing and tapping rhythms out on different surfaces early on. That’s a great cue. Still others enjoy simply listening to music. There are those however that have had no exposure and don’t seem to show any interest whatsoever. If parents don’t expose a child to a particular art form, they will never know whether the child is interested or not.

ParentEdge spoke at length to Ms Sandra Oberoi, a gifted singer who holds a double degree in Vocal Performance and Music Education. Oberoi, who is presently doing her Masters in Music Education and Voice at Northwestern University, USA, is passionate about children and music, and runs Harmony, a music school in Bangalore. Here are excerpts from the interview: 92 | ParentEdge | May - June 2012

In the Asian countries, particularly Japan, Korea and China, it’s parents who decide what the child does, and consequently focus most of their time and energy in making sure that the goal is fulfilled. Even if children are resentful in the beginning, they begin to enjoy what they are doing after a certain age, or after reaching a certain level of competence. When it comes to music, many children are at first intrigued by an instrument. After the initial excitement dies down, they are faced with the harsh reality that it takes hard work, discipline and a lot of practice to be able to play well. Children go through many phases. A wise and conscientious teacher should be able to discern whether a child is capable of being pushed and nudged a little when he or she is rebelling, or whether it’s best to begin lessons when the child is a little older. What sort of practice and work is required at different levels? Getting a young child to practise is something that’s been gnawing at music educators’ minds from time immemorial. It all depends on what your goal is. If a person would like to reach a stage where he

or she is capable of drawing audiences, then consistent practice is the key. Young children have very short attention spans, so it’s important for both educators and parents to be sensitive to that when it comes to encouraging a child to practise. Anywhere between twenty minutes to half an hour daily for beginners is fairly good. As a student advances, an hour or two everyday would be extremely beneficial and yield amazing results. However, this is only possible with older students who have reached a certain level and are capable of sitting through extended periods of serious study. The other important aspect of practice that I usually talk to parents about is the quality of time spent, not the quantity or the number of minutes spent practicing. Is the child really playing what he or she is supposed to? Or is he distracted and just waiting for the minutes to tick by so he can officially report to his parent that he’s clocked the half an hour stipulated to him? What role can parent’s play in their child’s musical journey? In the field of music education, researchbased studies have indicated that parents play a large role in influencing and motivating children in musical development. The general level of interest and achievement can be raised if parents cultivate musical sensitivity by encouraging children’s musical activities, and by participating frequently with the child in natural and pleasant musical expressions. Other variables include family interest and participation in music, and parental help with music skills.



Straight from the horse’s mouth In conversation with budding musician Smitha Krishnan and her mother Chitra Krishnan

ParentEdge spoke to US-based Smitha Krishnan, an undergrad student and a budding musician who has been learning Carnatic music for about 12 years, and her mother Chitra Krishnan, to learn more about what it takes to pursue music with passion, and to understand how a parent can play an active role in nurturing her child’s interest. Here are some excerpts:

Chitra Krishnan What made you decide to put your child in music lessons? Our family loves classical Indian music. This motivated us to make Smitha initially take Carnatic vocal music lessons and later also start Indian classical violin lessons. She also studied western classic violin in school from 3rd grade through high school. How have you helped inculcate and nurture a love for music in your child? We made it a point to go for all the local concerts. We also listen to a lot of classical Carnatic music at home. Listening to music has enhanced her musical skills and made her appreciate music better. What challenges do you face with respect to your child learning music? Living in the US, it was a difficult to find a good teacher who lived close by. So we did have to drive more than an hour for her class. I had to make sure that she practised everyday. In the beginning, when she was around seven years old, it was like a chore for her. But later after a couple of years she became more focused as she started liking music. What do you think has contributed to her proficiency? I think it was a combination of the passion and interest she developed and good teachers. She loved her teachers and felt the need to get their appreciation and this

motivated her to practise very hard. Once she started giving public performances, the audience applause and appreciation was another motivating factor. How has your child benefitted from learning music? I think music has made her very creative and also more focused in all that she does. It has made her hard working and dedicated in academics and all other aspects of life. She strives hard to achieve perfection in everything and that comes from her music. What kind of commitment do you as a parent need to make to encourage your child’s talent? We have had to give up other activities sometimes to make time for her own concerts or other concerts that she wants to attend. We have also had to make the time and effort to send her to India for the music season every year. Where do you seek a balance between music and academics? How far would you be willing to go for the sake of your child’s music? I think we would be willing to go as far as we can. I don’t think her academics have suffered in anyway. She is currently in grad school at John Hopkins in Baltimore, Maryland. So I think it is possible to balance music and academics if you have the love, passion and dedication for both. May - June 2012 | ParentEdge | 93

Pursuits and Passions Smitha Krishnan For how long have you been learning music? I have been studying western classical violin for about 15 years now, which is about as long as I’ve been studying Carnatic vocal music. I started playing Carnatic violin about eight years ago. Although I have also been trained in western classical, my main focus, as of four years ago, became Carnatic music. What intrigued you about music that made you get into it? I started western classical music at the age of seven because I used to hear my brother playing the violin. In second grade, we were given the option of choosing an instrument. I picked the violin because my brother played it. I also started learning Carnatic vocal. At that point, I didn’t understand music. It sounded nice, but I didn’t like practising. When I was nine, we moved to California from New Jersey so I had to switch teachers. I was put into a group class with four others who were older and more experienced than me. Classes were extremely challenging, but it was then that I began to understand Carnatic music. It was so unique and had so much depth. Within a year of classes with my new guru, I began to practise with more interest. I began to enjoy singing and learning. In 2000, I began learning from my current guru, Ms. Padma Srinivasan. I started appreciating and imbibing the deeper intricacies of Carnatic music. I became really passionate about music. In 2003, I started learning Carnatic style violin. Within three months of my first violin class, I performed for the first time on stage. It was this first concert experience that made me understand what Carnatic music was really about. This was when everything clicked for me. Music became a language for me; it became something that crossed all boundaries between people. Carnatic music, especially, provides so much space for selfexpression because it uses so many different styles of improvisation. 94 | ParentEdge | May - June 2012


What keeps your interest and love for music alive? Music is a never-ending learning process. No matter how much I practise or learn, there’s always more, which makes learning extremely interesting. Listening to concerts gives me so much motivation because there’s so much music that I have not yet touched. The most amazing thing about music is that it’s never the same twice. Every time I listen to a piece of music, it’s different and I walk away with something new. Music never gets old; good music is timeless and to be a part of that is an experience that is unmatched. Do you think learning music has helped you? How so? Learning music has been the most important thing in my life so far. It has taught me more than I’ve learned in school, college, and now in my graduate studies. Music taught me discipline; because it requires so much discipline to learn, I have become disciplined in all aspects of my life. Music has also taught me that dedication is required for anything and everything I do in life. Music is something that I am so passionate about, which is why I have been successful so far. Music also requires a significant amount of perseverance because it is never easy and the more you know, the more difficult it gets. Music helps me focus when I study. In addition, it keeps my mind constantly at work so even when I’m on break from studies, my mind is never bored. What are the challenges that you face as a learner of music, if any? There are two challenges that I’ve faced as a learner. First, I am a student of Carnatic music living on the other side of the world from Chennai. My violin guru is in India, which means that I don’t get to have classes frequently; much of my learning is done independently. In addition, I don’t always have the exposure that students living in Chennai have. I only get to come to India once a year to learn, which makes my learning process significantly more difficult. Finding the balance between academics and music has also been difficult because, given a choice between academics and music, I

will give 90% of the time to music! But on a practical level, I cannot do that. My other interests include tennis and reading, both of which took the back seat when I became very serious about music. Do your parents help you out? If yes, how? My parents have been extremely crucial in my musical journey. They used to drive me to classes no matter what time of the day or how far the drive. They always attend my concerts and give me honest and constructive feedback. My dad often suggests new compositions for me to learn to expand my repertoire. They encourage me to perform better and better and work harder with each day. Every year, they provide financial and moral support for my India trips during the December music festivals. They are a constant source of encouragement and whenever I don’t feel like practising, they force me to do it knowing that I will otherwise regret it later. My parents have also helped me balance music and studies. In high school, I used to wake up at 5 am to practice violin before school because my parents knew it wouldn’t happen once I came back in the evening. No matter how upset I would get, my mom would wake up at 5 am every day to make sure I got up and practised. These are things that not all parents will do and I am so lucky to have parents who would make such sacrifices to help me pursue something that I loved so much. What do you plan to do with music later? As of now, I am not entirely sure how far my music career will take me. Given a choice, I would drop everything and pursue music full time, but since this isn’t a financially feasible option, I will continue to pursue music as a passion along with my academics. If someday I become a top artist, I don’t mind giving up my job and career at that point to take up music full time. Whether or not this happens, I will ensure that music is always a large part of my life and I know I will do whatever it takes to make sure this happens. If I don’t make it as a performer, I will probably teach music, and perform on the side as I am doing now. - Priyanka Kumar

Word’s Worth

VIRTUE

Virtue Overcast: a Poem

OVERCAST The skies of my life were a-tinted pink, The dawn brought beams of bright light, And each tear of mine was a wink, Softly, swiftly, out of sight. One day then another, Of somber skies, smoky, grey and blue, They hint at me mother, Suddenly, subconsciously, That I defied you. I walked heedlessly, Along the boulevard I saw aheadAllowing situations to knock me down, Making me weaker instead, Remissly, Routelessly, from town to town. (“The street is busy, look left and right before you cross”) Lying to myself, day by day, I carved out my own little reverie, Escaping from situations in each little way, Recklessly, Rashly, each and every. – (“One truth is better than a hundred lies.”)

As Happiness decided to stream in my direction, I kept possession of it all alone, Never shared it with anyone - fearing dissipation Egoistically, Erringly - until it faded and was gone. (“The more you give, the more you get.”) Soon everything was in disarray, And though my dreams and hopes lay in shambles, I did nothing and then broke awayEntranced, Entangled in life’s gambles. (“One stitch in time saves nine.”) The skies of my life will never be the same Thunderstruck – by this irrevocable storm All I can do mother, is follow and aim Instill your virtues into the gen-next that is born. AananditaVaghani Student Editor


An Apple a Day ...

Say Yes to Yoga

Say Yes To Yoga

Image Courtesy: Manasa Yoga, Kuala Lumpur

What is yoga, really?

The pursuit of good health is a common trend today. From movie stars to housewives, almost everyone is jogging, buying flashy sports gear, and talking about fitness and wellbeing. It’s easier to exercise than you think – and it does not have to be about huffing and puffing while you rain sweat! Yoga is a non-rigorous routine for anyone and everyone; it is a philosophy, rather than just a form of exercise; one that can prevent and cure some illnesses, as well as strengthen and tone your body. 96 | ParentEdge | May - June 2012

Practised in India for over 3000 years and recently gaining immense popularity in the West, yoga is a set of disciplines that will bestow upon you the strong and welltoned muscles, an improved immune system and a calmer and more balanced frame of mind. The most well-known of the many, many systems of yoga is Ashtanga (eight-pillared or eight-limbed) yoga, developed by the great sage Patanjali. The most prominent of these metaphorical pillars or limbs are asana (posture), pranayama (breath control), dharana (concentration on a single object), and dhyana (meditation).

An Apple a Day

Say Yes to Yoga

Meditate - it will make you a better person! Everyone knows that it is good to meditate, but most often don’t know what it is all about and where to start. First, meditation is not just sleeping or keeping still like a statue. Meditation aims at powering up the seven energy centres or ‘chakras’ These chakras are located along the central ‘nadi’ which runs inside the spine. Each chakra in your spinal column is believed to influence or even govern bodily functions near its region of the spine. They are also believed to control personality traits, both good and bad.

The ‘Manipura’ chakra, located at the navel, has envy, selfishness and other strong traits ascribed to it. Remember the boiling feeling in the stomach when one feels jealous? This chakra is said to be the culprit. Focusing on the Manipura chakra when meditating and chanting ‘om’, ‘mm’, or ‘oo’ strengthens it and drives the green monster away.

Chanting is important, too. When you chant, you send resonant waves throughout your entire body, which vibrate particularly strongly in the skull, creating a powerful positive feeling. Experts say that prolonged focus on any single chakra is bad this weakens the other chakrass. The Ajna or forehead chakra, though, is said to strengthen all seven centres simultaneously if meditated upon long enough! Also, each chakra is supposed to have a different colour and symbol delegated to it, like a rune you might find in ancient Gaul. Pretty mystical, isn’t it?

Image Courtesy: Yoga Nidhi, Chennai

Yoga for children Yoga can be very beneficial for young children as well. It can improve the general physical health of your child by boosting stamina, enhancing stability and balance and improving immunity. Asanas also strengthen the child’s muscle tone and improve his posture. But yoga has benefits beyond the physical. In an increasingly hurried and harried world, yoga can teach your child to control his emotions and his mind, and cope with stress.This is of especial relevance to children, who tend to be excitable and hyperactive by nature. Children can begin practising yoga from the age of five. Initially, they should start with a 15-20 minute session that gradually stretches to half an hour as they grow older. However, do keep in mind that not all asanas are suitable for children since their bodies are still growing and cannot cope with the more strenuous ones. So be sure to find a yoga teacher who specialises in children’s yoga for your little one.


An Apple a Day

Say Yes to Yoga

Asanas and their versatility Yoga offers asanas (postures and exercises) for every part of the body, from each individual toe to the muscles of the eye. An asana is done in tandem with a fixed breathing pattern, to coordinate with the movement you are making. Most asanas are split into parts - moving into the posture while breathing in, holding the pose while breathing deeply, and exhaling while releasing the pose. Just as each fruit has its own flavour, each asana has unique benefits as well as precautions to follow. Repeating an asana regularly is important! Doing it once and waiting for the boost in strength is like eating one idli for lunch and expecting to be full.

People with certain conditions, like diabetes or weak cardiovascular systems, are advised not to perform certain asanas while there are other asanas that can help them. A person with a bad back, for instance, should not attempt the ‘Utthanpadasan’ (a leg-raising exercise done with the back flat on the floor), while the ‘Katichakrasan’ (a systematic torso-twisting routine, that is done with increasing speed) can help relieve the pain.

Pranayama - breathe in, breathe out This practise involves different types of breathing, in and out, at different speeds, through one or both nostrils, with or without using mudras or hand gestures. Sounds easy, doesn’t it? Not really. Pranayama is not just regular breathing, but uses controlled breathing techniques such as arrested breathing, stepped breathing patterns etc to regulate the flow of air to the lungs. There are several types of pranayama, like anulom-vilom, bhramari and ujjayi, and each one confers different benefits, such as deep relaxation, clearing the nasal passages, improving digestion etc. Pranayama, according to most yoga instructors, regulates your breathing, your metabolism, controls BP, blood sugar, and stress hormones in the blood. You can expect to feel very calm at the end of it, with renewed concentration. Now that you know how great yoga is for you, don’t waste any time getting started! Find a good instructor and keep doing 98 | ParentEdge | May - June 2012

Image Courtesy: Manasa Yoga, Kuala Lumpur

your suryanamaskars, brahmari breathing, and bridge poses. Remember to take the same precautions that you would take before you start on any exercise programme - check with your doctor before beginning, start slow, be sensible, and stop when there is pain. As we said earlier, yoga is a way of life, so you will begin to see its effects not just on your body, but in your daily life as well. Good luck and have fun!

A word of caution: remember that yoga should only be practised under the guidance of a qualified instructor; otherwise you could very well end up hurting yourself! - Darshini R

Travel Bug

Sustainable Living at Panchgani

Sustainable Living

Brought to Life

Living full lives for most of us begins and ends with 21st century gizmos and gadgets.How then would we survive if we were to replace an iPod’s cacophonous rock songs with the mellifluous melodies of the koyal, and BlackBerrys and Apples with the actual, succulent fruits?! This is exactly what I was lucky enough to experience, while on a school camp at a sustainability-driven farmhouse at Panchgani. Located in the Satara District of Maharashtra, Panchgani is encircled by the Sahyadri mountain range. Boasting a refreshing climate and tranquil atmosphere, the destination is oft-visited for adventure sports such as paragliding and kite-surfing. The motto for our three day school camp at Panchgani was ‘sustainable living.’ At first, the very thought of it made us groan – environmental lectures always stultified us!

Surprisingly though, this trip proved to be so much more than the usual cliché of sustainable living that we generally encounter, since it focused more on activities than admonishment.The ‘doers’ were my school friends and I, and the organisers were an old couple dressed in khaki pants who warmly welcomed us on the doorstep of their farmhouse, ensconced in the midst of Nature’s bounty. This is one of the few real examples of ‘judging a book by its cover,’ that I had come across, with this simply dressed couple actually walking the talk. For a start, every day they ate the organic food grown on their very own farm. In fact we were given a chance to be a part of this experience as we participated in the entire farming process – from sowing the seeds to fertilising the plants using an organic fertiliser (cow dung!). Initially, the thought of mixing and composting cow dung with my bare hands made me squeamish, but a few dares and experiments later, I was quite proud of my ‘earthiness.’ May - June 2012 | ParentEdge | 99

Travel Bug

Sustainable Living at Panchgani

Besides growing their own food, this innovative couple also produced electricity to power their living – through windmills! We had a quick lesson on this, which was followed by an educative and interactive session on alternative energy sources, all explained through games.

A day’s trek through the forest surrounding the farmhouse educated me on various types of trees and the conditions under which they survive. This was followed by a trek in the mountains; I overcame my fear of heights and was rewarded with a most refreshing swim in a natural pool at the foot of a waterfall.

What intrigued us the most however, was an old sundial within the farmhouse that was used to tell the time. I had always considered the sundial an outdated concept, and was therefore very interested to see it working, and effectively at that. I spent hours just figuring out how the position of the sun and its shadow on the dial could help tell the time of the day.

On the last day of our trip, we participated in a treasure hunt, the questions for which were based on important environmental issues, thus encapsulating all that we had learnt over the three days in one merry game. The last ‘bonfire’ night at the farmhouse is one that will be etched in my memories lifelong; my 36 classmates and I connected over the bonfire, sharing experiences, jokes and a dance.

After ‘seeing’ instances of sustainable living, we also got a chance to experience it ourselves. I acquired the skill of bathing with limited water in a bucket, and realised that a simple act like this could save the litres of water that I would have wasted under the shower otherwise. As an alternative to shower gel and shampoos which are known to add excessive toxic substances to water bodies, the couple provided us with herbal solutions such as shikaikai and lemon, which proved to be perfect cleansers. In fact, I also tried brushing my teeth with the ‘datoon’ used in earlier times – a rather bitter solution, but one that made my teeth glisten!


The picturesque bus journey back home provoked numerous ideas and discussions and brought out the latent environmentalist in me. I am now convinced that bringing about a change in the environment is no rocket science. All it needs are a few ideas, and the willingness to change small aspects of our lifestyles. Whether it involves using a simple natural cleanser like shikaikai or investing in a solar panel, the opportunity to change is within our reach. After all, our environment is not a gift from our ancestors, but a loan to pass on to the future generations.

- AananditaVaghani

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