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Education 2014 GUIDE

Good Bugs for Newborns

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inside ...

4 Infusion Arts in Education

6 The Secret Heartbreak of secondary infertility

8 Hey Cupid Your holiday has been hijacked

9 Modern Morality in a changing world

12 Good Bugs for newborns

13 Kidsafe Protecting children

14 Babysitting Exchange Your house or mine

16 2014 Education Guide

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Winter Issue 2014 Volume 23, Number 1

BC Parent Newsmagazine

bcparent.ca • winter 2014 3

Infusion: Arts in Education

By Anne Wilson

R

emember all those subjects, schedules, worksheets and textbook questions that made up the bulk of the school experience for many of us? Very soon, much of that experience, as we knew it, will be history.

In some classrooms across BC, that change is already starting to take place, as new, creative ways to learn are being explored. Dr. Sharon McCoubrey of UBC states that educational institutions strive for five key attributes: creativity and innovation, critical thinking, collaboration, communication and use of technology. She goes on to say that the arts are key to encouraging successful learning outcomes in these areas. As research that proves students learn best through an arts based approach continues to mount, some school communities across BC have already begun to respond.

By adopting an approach to teaching and learning where students construct and demonstrate their understanding of what 4 bcparent.ca • winter 2014

they are learning through an art form, students, teachers and parents are making some exciting connections and discoveries. It is called arts integration and it is proving to be an exceptional partner to the transformation that is occurring with the BC Ministry of Education’s Curriculum and Assessment model, as well as an extremely effective way to promote student engagement and success in participating schools across BC. ArtStarts in Schools, a not-for-profit service organization that promotes the arts as an essential part of educating young people, has taken a leadership role in championing this approach through their Infusion: Arts in Education program. This sustained professional learning program for teachers and artists pairs an artist with a school over three years. Through collaborative planning sessions, educators and artists combine their talent pools to create learning experiences for students that allow them to target learning outcomes across subject areas through

an arts based process. Through an additional arm of the program’s offerings entitled Infusion Studio, the province’s teachers and artists are able to join professional development opportunities in full and half day sessions for their district and province wide instructional days. In both the Infusion: Arts in Education Cohort program, and Infusion Studio offerings, educators learn more about how they can facilitate arts based experiences in their classrooms and artists learn more about how they can develop their own professional practice around supporting educators in the area of arts based learning.

Through the Infusion: Arts in Education Cohort program, six schools across the province of BC were selected to participate through a competitive application process.

Each school received funding for a threeyear experience designed to help them proudly declare that not only are the arts taught in their schools, they are at the heart of every student’s learning experience.

Participating schools include George Pringle Elementary in West Kelowna, Mamquam Elementary in Squamish, St. Joseph’s Elementary in Chemainus, Lake Kathlyn Elementary in Smithers, J.A. Laird Elementary in Invermere and M.V. Beattie Elementary in Enderby.

A big part of the work these schools are doing is based on a process of inquiry. The teams begin with a central theme, big idea or concept and workshop it together, identifying in the process what students need to understand and how they will demonstrate that understanding throughout the experience. Course work is designed that builds on students’ prior knowledge, provides hands on learning with authentic problems for students to solve in divergent ways, and allows opportunities for students to revise and improve their work. With this approach educators and parents at these participating schools are finding that they are more readily able to co-create a positive learning environment where students are encouraged and supported to take risks, explore possibilities, and where a social, cooperative learning community can be created and nurtured.

There has recently been an emphasis placed on the roll creativity plays, and must continue to play, in the evolution of society.

It has also become a primary focus in circles discussing the skills that young people will need in order to thrive in the future. If that is true, and creativity is the destination, then it becomes important to recognize that imagination is the vehicle we must use to get there. When we share an arts based approach to learning with young people, we are extending an invitation to them to activate and effectively utilize their imaginations. While the perception is often that professional artists are much more in command of their imaginations, imagining is an

activity we can all do. Within the real world, we all participate in a process of creation whether it be in the workplace, in our homes or out in the community. The most critical role a teacher can play is to create the space and opportunity for their students’ imaginations to take flight and to invite young people to share their knowing and understanding in forms which are readily and naturally available to them. This is exactly what the Infusion Cohort Program is designed to do.

Learning, at its very best, is challenging, engaging and integrated. Traditionally, the arts have been perceived as a route for the alternative child, or for a child who might otherwise find failure in traditional learning environments. With an abundance of proof surfacing that proves students learn in different ways, and that education must pay close attention to both community building and the differences of each individual, the arts are emerging not only as a subject equal in importance to math, science or language arts, but as a clear conduit to meaningful learning experiences in all subject areas. It is not just a subject on its own that is explored for fun or recreation. It represents a means with which to crack the code on how to best reach the broadest range of learners effectively.

Perhaps this entire line of thinking is best framed through the advice of Eric Jensen, arts based learning advocate and author of the book, Arts With the Brain in Mind in the question he both asks and answers: “ Is there a lesson here for us, and for schools? There could be—if you’re looking for a way to raise test scores and raise better people, go through the doorway marked: The Arts Taught Here.”

Terri Anne Wilson is the Arts Integration Manager at ArtStarts in Schools. For more information on how you can help access innovative programs for the young people in your life, visit artstarts.com

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The Secret Heartbreak of Secondary Infertility Mairi Campbell

M

isty Busch was devastated when, after three years of trying, she was still unable to get pregnant with a second baby.

“I got pregnant so easily with my first child.” says Misty, who is the Western Canada representative for the Infertility Association of Canada (IAAC). “I never dreamt that I would have any trouble giving her a little brother or sister. But after trying for years and suffering a tubal pregnancy my doctor referred me to a fertility clinic.”

After seeing a fertility specialist, Misty discovered that her fallopian tubes were blocked with scar tissue from the tubal pregnancy. Her only option was in vitro fertilization (IVF)—a fertility treatment that involves fertilizing a woman’s eggs outside her body and transferring the developing embryo(s) back into her uterus. She was thrilled when she became pregnant with twins after one IVF cycle. “I feel like I won the life lottery!” says Busch.

Misty is one of the more than 3 million women in North America who has difficulty getting pregnant a second time. Secondary infertility—defined as the inability to get pregnant or to carry a pregnancy to term following the birth of one or more children—occurs in approximately 12% of women, according to a recent study published in the medical journal Lancet.

This is no surprise to Dr Beth Taylor, a fertility specialist and medical director at Olive Fertility Centre, where at least 30% 6 bcparent.ca • winter 2014

of the patients they treat have secondary infertility.

“There’s a real lack of understanding about secondary infertility. Often friends, family and even family doctors downplay it, assuming that if you have had one child you will be able to have a second. However, many things can change from the first pregnancy including the age of the parents, weight, hormonal balance and even scarring that may have occurred if the woman had a caesarian section,” says Dr Taylor, who is a surgeon and reproductive endocrinologist.

“Women experiencing secondary infertility can feel very alone.” says Megan Smith who suffers from Polycystic Ovarian Syndrome (PCOS), a condition that interferes with ovulation. Megan conceived her first child with the help of fertility treatments that involved taking fertility drugs that stimulate ovulation. However, this time things aren’t so easy. “I was expecting that I would do the same treatment and it would have the same result—but this time it is so much harder.”

Along with the rollercoaster of fertility treatment, the social isolation can be particularly painful for women with secondary infertility. Often they feel like they don’t belong in fertility support groups or on-line forums for women who are trying to conceive their first child.

“If you already have a child you can feel like you are being judged by some women who are still trying for their first baby—like

they feel that you have one and you should just be grateful. At the same time it seems like all your friends are getting pregnant and having babies,” says Megan.

“The fact that you long for another baby can result in deep feelings of guilt that you don’t appreciate the child you have enough.” says Misty. Recognizing the gap in support for women with secondary infertility Misty has created a separate support group where women can share their feelings with no fear of judgment or of hurting infertile women without children.

“At this point we don’t physically meet, but we do offer an online private Facebook group that has been wonderfully successful.”

When should you talk to a doctor?

Dr Taylor advises women to seek medical advice for infertility if you are: under 35 and have been trying to conceive for one year; over 35 and been trying for 6 months; have a history of PCOS, pelvic inflammatory disease, painful periods, miscarriage, and/ or irregular cycles; or if you know that your partner has a low sperm count.

In British Columbia most fertility testing and any surgery that may needed is fully covered by MSP with a referral from your primary care physician.

What are the reasons for secondary infertility?

Couples experience secondary infertility for all the same reasons as those for primary

infertility. In woman infertility can be related to: • fallopian tube damage • ovulation disorders • endometriosis • uterine conditions • egg quality About 40% of infertility is due to male factor infertility where the man may have a low sperm count or impaired movement or shape of the sperm.

Changes in you and your partner’s risk factors, such as age, weight and the use of certain medications can also be a factor in secondary infertility.

“Age is one of the most common reasons for fertility decline in the women we see,” says Dr Taylor. “As more women are starting their families later, their chances, when they try for a second baby, are that much less. Many women don’t realize that just one or two years can make a big difference if you are in your late thirties. By the age of forty it can be very difficult to get pregnant.”

In some cases secondary infertility results from complications related to your first pregnancy, especially if you had a C-section.

“I’ve seen cases where women have had scarring in the uterus and/or scarring around the tubes or ovaries. A recent study shows that C-sections decrease subsequent fertility by about 10%.”

“I had a very difficult C-section when my son was born which involved additional surgery and I’m wondering if that has anything to do with my difficulty in getting pregnant this time around” says Megan.

Treatment Options

“Couples shouldn’t give up hope.” says Dr Taylor “There are a number of different options depending on your diagnosis and the good news is that if you’ve had one child your chances of success with fertility treatments are higher.”

Once you and your partner have had a fertility workup, your fertility specialist will discuss appropriate treatment options with you. These are the same as those for primary infertility and include artificial insemination, superovulation (stimulating the ovaries to produce more than one egg and increase the chance of fertilization) as well as IVF.

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Dr. Taylor is medical director at Olive Fertility Centre, Clinical Associate Professor at UBC and coordinator of the UBC Obstetric & Gynecology residency program.

Resources For more information on support and resources for Secondary Infertility go to iaac.ca or contact Misty Busch.

Tel. 604 626-4225 Email:iaacwest@iaac.ca The Infertility Association of Canada (IAAC) has great information on their website (iaac.ca) as does Resolve: The National Infertility Association (resolve.org).

Recommended reading: Wanting Another Child: Coping with Secondary Infertility by Harriet Fishman Simons.

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Hey, Cupid!

Your holiday’s been hijacked!

By Lara Krupicka

Dear Cupid,

Forgive me for butting in on your business, this being a hectic time of year for you and all. But I had to write you about something that has been bothering me in the years since I became a mom: if you haven’t noticed, your holiday has been hijacked. By other little people who don’t sport wings and a bow and arrow. Three of them reside in my house and they‘re not remotely ready for the idea of romance (okay, so maybe the fourteen year-old thinks she is). Yet they’ve co-opted what should be a celebration between couples for their own purposes.

For instance, have you ever noticed on February 14th how my husband hurries to leave love notes on the breakfast table for our daughters and in his haste forgets to even tell me goodbye? And the grandparents send along cards and candy hearts for the kids while the love of my life gives me... nothing?

It seems your powers of attraction have been redirected to cause parents to overexert themselves in being sure on this day of days, that their children know they are cherished. They’re moved to gush over their offspring, whom they already cuddle and coddle. They shower them with hugs, gifts, attention. And at the end of it all, they give their conspirator in the scheme called “family” an exhausted peck on the cheek and a quick, ‘love ya, hon!’

I’m not sure that’s what you’re aiming for, Cupid, if you’ll pardon the pun.

I’ve been a victim in this hijacking myself. Reduced to tucking frilly cards in lunch boxes, writing chalk marker messages on our patio window and decorating heart-shaped sugar cookies. And I’ve even been swayed into spending hours coaching my children to squeeze their names on the cheap character-themed greetings they exchange with classmates. I guess I should be grateful they haven’t convinced me to do it all for them. In the name of love, of course.

By the way, I’m pretty sure the kids don’t mean any of the sappy sentiments on those cards, except maybe for the ones they give to their best friends. But this isn’t a “friendship” holiday, is it? Or did I miss that chapter on the history of St. Valentine?

8 bcparent.ca • winter 2014

For once, dear Cupid, I’d like to wake to flowers on my dresser and champagne in the fridge. I’d be thrilled to break out a dress and heels for dinner on the town at a restaurant that doesn’t serve chicken fingers or macaroni and cheese. I could use a special day where the cards and wishes flowed only between me and my sweetheart.

Actually Cupid, what I really wish is that you had given me a warning about the influence over endearment held by babies and children.

A heads-up for what was to come. I would have squeezed in more romantic fondues or steak-and-seafood dinners. I would have taken more chilly moonlit strolls and splurged on that carriage ride. I would have fussed more over gifts of tenderness in that brief span of years.

Then again, in those days I probably wouldn’t have believed your warnings, my cherubic friend. After all, I was too smitten to imagine bringing little people into our lives could do anything but multiply our devotion to each other.

Which in a way, it has. I have so much more to appreciate about my husband now. Like the way he can create a fishtail braid in a young girl’s slippery tresses. Or how he gently glues the heads back onto tiny plastic princess dolls to restore them for his own princesses. And have you seen how he bristles with a show of manly protection over the mention of a boy by our tween-aged daughter?

See, it somehow always comes back to those kids!

Yet for all the devotion and love flowing in our household, I wish I could, for one Valentine’s Day again, be the center of someone’s world. To attract again all that affection to myself. Which is why you should do something to reclaim your holiday for romance.

So what do you think? Will you take back Valentine’s Day from the youngsters?

If not, I guess I’d settle for a box of chocolates and some extra snuggles from my girls. And doting drawings. And “I love you’s.”

In fact, I don’t think I could keep myself from loving on the children in my house for a whole day anyway.

And their dad. Let’s not forget him.

Lara Krupicka is a parenting journalist and mom of three, who enjoys doting on her husband of 17 years when she’s not focused on the kids.

Modern Morality: Raising Children of Character in a Changing World

By Malia Jacobson oday’s parents are bombarded with information about keeping their child’s body and mind healthy— but what about their child’s moral health?

It’s a question that parents Molly and Justin Sousley found themselves grappling with when their first-grader Jillian suddenly started cheating and fibbing during family game nights. “Right away, we realized that we needed to have some big conversations about right and wrong,” says Molly.

Between increasingly raunchy media messaging, declining family time, and growing concern about modern kids’ lack of empathy and conscience, it’s no wonder parents like the Sousleys feel like they’re in the middle of a moral mess. Most parents agree—a recent gallup poll shows that 7 out of 10 feel the moral state of the country is declining.

Peer cruelty is escalating—government reports show that a third of middle-school and high-school students have been bullied —and today’s kids are more likely to cheat academically than any past generation. In a 2010 study by University of NebraskaLincoln, 87% of high school juniors admitted to cheating, and nearly half of the students surveyed (47%) didn’t believe cheating was wrong.

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more time plugged in to a device and less time connecting with each other.

According to the Kaiser Family Foundation, kids’ media use has increased over 20% in the past five years. Kids ages 8–18 spend more than 53 hours per week (7 hours and 38 minutes per day) using entertainment media. Thanks to media multitasking (using more than one medium at once) they actually observe 10 hours and 45 minutes of media content per day.

With fewer high-quality face-to-face interactions, kids don’t have the chance to build and practice empathy—“You can’t learn empathy from a screen,” Borba notes.

That’s problematic, because empathy is “the core of goodness,” she says, and it’s this troubling lack of empathy, that contributes to anti-social and behaviors like bullying and cheating.

Religion’s Role

With church attendance declining steadily —the Hartford Institute for Religion Research reports that church attendance has

dropped 16.9% over the past 10 years— fewer parents are benefiting from the support of a values-based community or a ready-made moral script.

Rabbi Rachel Nussbaum, Executive Direc tor and co-founder of Kavana Cooperative and the mom of two young daughters, believes that religious communities can boost kids’ moral development.

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One reason for a poor moral atmosphere is a decline in family time, says bestselling author and parent educator Michele Borba, Ed.D., author of Building Moral Intelligence: The Seven Essential Virtues that Teach Kid to Do the Right Thing. In October, University of Missouri human development scientists reported that wireless technology is harming family relationships as people spend

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Though it’s tempting to blame declining religion and growing media use for children’s moral shortcomings, experts place the blame squarely on parents’ shoulders. In his

piness need to learn to appreciate sadness— an important component of empathy, says Reverend David R. Brown of Immanuel Presbyterian Church in Tacoma, Washington. “It’s appropriate and healthy to feel sad and troubled at times, when we’re thinking about poverty or abuse or problems in our community.” In fact, sadness is essential to moral development. “That’s how kids can begin to feel compassion for others.”

Parents also undermine children’s moral growth when they try too hard to befriend them. This type of “peerenting,” exemplified by Phil Dunphy on ABC’s hit show Modern Family, can backfire. “We identify with our kids so much, we often really see their challenges,” says Edmonds mom Melissa Eller, mom to four children aged 16 through 23. “But sometimes that means we’re empathizing with them instead of saying ‘what you did is not right.’”

Children of Character

When parents prioritize happiness over basic human traits like kindness and compassion, children grow up with a skewed worldview: they are more likely to have an inflated sense of self that corresponds to lowered empathy for others. The allencompassing focus on happiness even creeps into parent’s attempts to teach their children moral values. Familiar statements like “Be nice to others, and they’ll be nice to you,” and “Pass the ball to her, and she’ll pass it to you” masquerade as lessons in kindness and sharing, but the underlying message is that actions should be motivated by personal happiness—not the greater good.

Children raised on a steady diet of hap-

Despite these common parenting traps, both Weissbourd and Borba see much to be encouraged about in today’s parenting culture. One bright spot: many parents are teaching kids basic manners. “Being polite and respectful is one way kids develop moral awareness and moral identity.”

According to Borba, the most vital moral traits for children are empathy, conscience, and self-control. “Kids need to feel the right choice in their heart—that’s empathy. They need to know it in their head— that’s conscience. But they also need the self-control to actually do the right thing.”

These three qualities form a “moral core” that creates a foundation for other virtues like patience, perseverance, tolerance, and kindness, she says.

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How Happiness and “Peerenting” Undermine Morality

book, The Moral Intelligence of Children, Pulitzer Prize-winning author Robert Coles reports that parents are the single most important source of moral instruction in a child’s life.

Ironically, modern parents’ fixation with their children’s happiness has become hazardous to kids’ moral health. According to Weissbourd, happiness has replaced morality as the central goal of child-raising. “My research suggests that in white middle and upper-class communities, parents are focused on happiness—goodness tends to be secondary,” he says.

HIG H

with shared values,” she says. “And any religious tradition has a shared narrative that parents can use when talking with their children about morally complex issues.”

Families don’t need to attend a traditional bricks-and-mortar church or temple to benefit from this type of support, she notes.

Innovative communities are springing up to fill a demand for outside-the-box religion: Kavana creates Jewish programming centered around holidays, learning, and social activism—at parks and in private homes— without a physical building.

Regardless of religious affiliation (or nonaffiliation), one of the most important things parents can do for their children is to invest in their own moral growth, according to Harvard psychologist Richard Weissbourd, Ed.D., author of The Parents We Mean To Be: How Well-Intentioned Adults Undermine Children’s Moral and Emotional Development.

“Parenthood can make you morally progress, or morally regress,” he says, referencing the increasing numbers of fathers who abandon their children as an example of moral regression (according to David Blankenhorn, author of Fatherless America, the percentage of children growing up fatherless doubled between 1960 and 1990). Today, says Weissbourd, too few parents view themselves as engaged in moral development— leaving children without a healthy model of moral growth.

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Children are born with an innate sense of empathy that needs to be stretched and nurtured, says Anil Singh-Molares, the father of six children and the president and founder of the Compassionate Action Network, a network of groups dedicated to advancing compassion. “Children are born with compassion, but parents can’t assume that their kids will grow up to be good people. We have to be intentional about it,” he says.

Parents can do this by responding to and “mirroring” a child’s emotions in infancy and talking with toddlers and preschoolers about how their actions affect others, instead of relating all consequences back to the child’s own happiness. “Don’t say, ‘Stop pulling the cat’s tail because you might get scratched,’” says Borba. “Say, ‘Don’t pull the cat’s tail because that hurts him.’”

Parents have a bigger influence than they realize, says Ian Corlett, author of E is for Ethics: How to Talk to Kids About Morals, Values, and What Matters Most, but the degree of their influence hinges on the closeness of the parent-child relationship.

“Adults need to create strong relationships with children, be people whom children trust and respect, and truly know their children in order to assert any type of moral authority,” he says.

Parents fail to realize the power of their own moral example. “When kids 12 and under get a discount, and your child just turned 13, do you pay the higher rate without complaining? Kids notice those day-today decisions about right and wrong,” says Eller.

The most natural way to assert moral influence? Spending time—real, unplugged, face-to-face time—with kids. Spending unstructured time with children encourages the types of conversations and questions that allow parents to share their values, something experts agree is critical to children’s moral growth. “If you can start talking about these types of ethical issues when kids are young, you’ve got a great foundation to build on when those more challenging years come around the corner,” says Corlett.

The Sousleys are seeing their ethical instruction start to pay off. When Jillian recently declared that she was quitting her youth soccer league, they held firm: “We told her that she made a commitment to the team, and she needs to honour it. Even

Targeting “The Moral Core:” Empathy, Conscience, and Self-Control These tactics were developed by Michele Borba, Ed.D., to help children develop the traits calls “essential to goodness.”

Empathy Draw Attention to Unspoken Feeling Cues: Point out facial expressions, “people watch,” or watch television without volume to help children tune into the emotions of others.

Ask Kids to Switch Roles: During conflicts with siblings, friends, or authority figures, ask children to imagine themselves in the place of the other party to help them appreciate different perspectives.

Conscience Be a Strong Moral Example: Parents are a child’s strongest moral influence; ensure that your own moral behavior is up to par.

Explain the Reasons Behind The Rules: Telling children why you set certain rules gives you an opportunity to share your values with children, and gives them important insight into your ideas about right and wrong.

Self-Control Create A Family Self-Control Motto: Post your slogan in a spot where it can serve as a constant reminder of the value your family places on self-control.

Encourage Self-Motivation: Help your child develop an internal compass by encouraging self-praise for positive moral behaviors: “You didn’t give up and you figured out that tough assignment. Did you remember to tell yourself that you did a great job?”

if she doesn’t play, she needs to go to the games to support the team.” It’s a hard lesson, Molly says, but it sends an important message about responsibility and community. Jillian is starting to grasp those concepts, and Molly looks forward to continued moral

growth. “More than anything, we want her to be compassionate.”

Malia Jacobson is a nationally published freelance writer specializing in parenting and health. Her most recent book is Sleep Tight, Every Night: Helping Toddlers and Preschoolers Sleep Well Without Tears, Tricks, and Tirades.

bcparent.ca • winter 2014 11

Good Bugs

for Newborns

By Dr. Tomah Phillips

B

acteria have long been viewed as enemies—invasive bugs that cause a host of illnesses ranging from strep throat to meningitis. However, we now know that the number of beneficial bacteria in our body far outweighs the number of pathogenic or “bad” bacteria, and great strides are currently being made in understanding these bacteria and their many important functions in the body.

The human body contains tens of trillions of microbes, outnumbering human cells by ten times, and new research continues to emerge daily demonstrating the importance of our gut microbiota (often referred to as gut ‘flora’) in relation to our health story. Its development begins at the moment of birth, and as we’re learning, has important health implications throughout our lifetime. In fact, there is a growing body of evidence that suggests that the microbiota that develop in the early days following birth are especially influential in the development of childhood asthma, allergies, and other disease later in life.

How does our intestinal microbiota develop?

While the fetus lives in a completely sterile environment until it emerges from the womb, the development of infant gut microbiota begins well before the baby is born. The mother’s diet and lifestyle before and during pregnancy, as well as the health and diversity of her own intestinal flora, will ultimately set the stage for the infant’s microbiota.

At birth, the first exposure comes as the infant travels through the vaginal canal.

This is a significant experience for the newborn, as mom’s flora quickly begins to colonize the infant’s skin & intestinal tract.

Here it is important to note that this first 12 bcparent.ca • winter 2014

step is bypassed in cesarean births. While C-sections are at times medically necessary, and can be life-saving for both mother and child, the rates of elective C-sections in Canada has increased significantly over the past decade. In fact, BC has the second highest rate in Canada at 30%, significantly higher than the World Health Organization’s recommended rate of 10–15%.

Expecting mothers electing for C-sections are rarely informed of the impact a surgical birth will have on their infant’s developing gut flora. In a recent study published in the Canadian Medical Association Journal (CMAJ), they compared the intestinal flora of infants born vaginally versus those born

by C-section, and found that the latter was less diverse, and that those infants born vaginally also had higher counts of bifidobacteria, a beneficial strain of bacteria essential to gut health.

Following birth, immediate skin-to-skin contact and beginning breastfeeding as soon as possible will both help contribute to the development of healthy flora. Through a mother’s breast milk, which contains billions of microbes, beneficial flora is also passed on to the infant. The CMAJ study mentioned above also compared breastfed and formula-fed infants, and again found less diverse flora in the formula fed group, as well as a greater number of the bacteria c. difficile, which has been associated with severe diarrhea.

The “Microbiota Hypothesis”

In our quest for cleanliness and sanitation we have shunned not only the bad bacteria, but the good as well. While sanitary techniques have certainly revolutionized medicine and extended the human lifespan, they may also have detrimental effects on children’s health. Many children have more exposure to anti-bacterial soaps and antibiotics than they do dirt and bugs. A study on

children growing up in farms in Bavaria showed that regular exposure to bacteria from hay, manure, and farm animals helped them build a healthy immune system and prevented the development of asthma and allergies. The hygiene hypothesis is the belief that limiting early-life infection impedes natural immune system development and causes predisposition to allergies and autoimmune disease.

The modified “microbiota hypothesis” suggests that rather than specifically limiting infection, the overly hygienic Western lifestyle limits microbial exposure and alters the colonization of the infant gut, which in turn disrupts development of the immune system and ultimately leads to allergic disease.

This is supported by numerous research studies showing that reduced gut microbiota diversity during infancy is associated with allergic disease later in childhood.

Probiotic Supplementation

One of the richest sources of probiotics in the diet is from fermented foods. Fermentation has been a part of all human cultures for centuries, but is often missing from our modern diets. In his excellent book, The Art of Fermentation, Sandor Katz outlines the history of fermentation, and shows you step-by-step how to make everything from homemade sauerkraut to yogurt to kombucha. Not only are these recipes delicious and nutritious, they are also incredibly easy!

Probiotic supplementation can be beneficial for children born by c-section, formulafed infants, and following a course of antibiotics, to replenish the healthy microbiota. As there are numerous choices on the market, always consult with a health care practitioner to choose which is right for you.

Dr. Tomah Phillips is a licensed naturopathic physician practicing in downtown Vancouver. He uses a blend of modern evidencebased medicine and safe, effective natural remedies. For more information visit www.doctortomah.com

Kidsafe

When school doors close for Spring Break, KidSafe will open.

By Danielle Rana hile Spring Break is typically thought of as a carefree time for family fun and travel, vulnerable children living in our inner-city communities can often have much different experiences.

Spring Break can be a time of loneliness, instability and hunger, with socio-economic barriers drastically limiting the childcare options available to parents and caregivers.

This leaves many children wondering what they will do, where they will go, and if they will have enough to eat.

Local charitable organization, The KidSafe Project Society, has teamed up with StageCoach Canada to help ensure that vulnerable children have equal opportunity to feel happy, healthy and supported this Spring Break. With proceeds raised from StageCoach’s spring show, KidSafe will keep school doors open each weekday of the two-week break, to 300 referred children from six local inner-city elementary schools.

KidSafe was founded in 1993 by innercity school principals, concerned citizens and The Vancouver Sun newspaper, in response to a tragedy which shed light on the serious risks faced by inner-city children during school break. The community was outraged

W

by the tragedy, then galvanized into action; they were united in the mission to provide nurturing safe havens for vulnerable innerchildren when schools are traditionally closed.

“For the vulnerable inner-city children that KidSafe serves, school is often the safest place in their lives,” says KidSafe’s Executive Director, Gerhard Maynard. “It’s where they learn, make friends, discover role-models, and find help if crisis arises. It is also the place many children rely on to provide them with their daily meals. When school closes for break, KidSafe ensures that these essential services continue.”

Each day at KidSafe, children received their full day’s nutrition, supervision in a familiar and accessible place of safety, emotional support from child care specialists, and developmental programming that is often prohibitively expensive and inaccessible to them. Art & Culture is one of KidSafe’s five core program pillars which takes it shape through workshops and field-trips in dance, drama, painting, musical theatre and much more. Thanks to the support of a community of donors like StageCoach, KidSafe aims to provide an amazing 21,000 total hours of programming, 1,200 total field-

trip admissions and 6,000 nutritious meals this spring break, absolutely free of charge.

“What we know from the research is that Arts and Culture plays a pivotal role a child’s success path in life,” remarks Maynard.

“Research from a wide variety of sources tells us that drama and dance in particular fosters skills in reading comprehension, expressive language, conflict resolution, writing proficiency, and higher level thinking skills. So beyond the very immediate benefit that children receive from engaging in creative practices they also develop vital skills needed for the future. Vulnerable children are often not able to access arts-based experiences and so, as a donor, StageCoach is making these kinds of opportunities possible for some of the most vulnerable children in the Lower Mainland. We are delighted at this partnership and thankful to all those who purchase tickets, helping make this much needed support possible.”

To learn more about how you can support The KidSafe Project Society, visit www. kidsafe.ca or phone 604-713-4467. You can also follow KidSafe on Twitter at @kidsafeproject.

Fundraiser for KidSafe Project: Sunday, March 16 We are thrilled to announce a very exciting project for our Lower Mainland school this Winter 2014 Term! On Sunday March 16th, Main school students from across the Lower Mainland will perform together at a special charity event held at the Queen Elizabeth Theatre.

StageCoach Senior Principal, Hilary Wight says; “We are so excited to see all of the Lower Mainland schools perform together. This is something we’ve been hoping to put together for some time and we are looking forward to seeing it finally happen. Our students are thrilled to be performing at the QE, many of them have seen visiting Broadway productions on that stage and they can’t wait for their chance to perform on it!”

The event will take place on Sunday 16th March 2014 with proceeds of tickets being donated to the KidSafe Project Charity. bcparent.ca • winter 2014 13

By Sandi Haustein

Babysitting Exchanges Your House or Mine?

ou and your spouse finally agree on a movie you want to see.

You find a free weekend night on your calendar. You call up your qualified, reliable, affordable babysitter. Wait… what?

Qualified and reliable and affordable? If you’re anything like Lori Huffman, a mother of four, you know “it’s hard to find a good, experienced babysitter who’s old enough to trust and not too expensive.” If, like Lori, the headache of finding a good sitter keeps you from getting out more often, maybe your family could benefit from one of these four types of babysitting exchanges.

Y

The One-on-One Exchange

Trading babysitting with another parent is the simplest type of exchange. You ask a neighbor if your kids can come play while you run to an appointment and then reciprocate when she’s in need.

Two stay-at-home moms might take turns watching each other’s kids on Tuesdays, so each gets a morning to herself. Scheduling date nights becomes easy when you switch babysitting with another couple twice a month. Jill Savage, the CEO of Hearts at Home (www. hearts-at-home.org), knows two single moms who trade babysitting once a month. One mom keeps the other’s kids from Friday evening to Saturday afternoon, and the next month she takes her break. With a one-on-one exchange, the options are limitless.

14 bcparent.ca • winter 2014

The Four-Family Date Swap

Kristen O’Quinn, a mother of three boys, borrowed this idea of a four-family babysitting exchange from a friend at her church. Once a year, four families sit down together and schedule one babysitting night a month in their calendars. The families rotate houses, and two couples stay with the children while the other two enjoy their night of free babysitting. The rules are straightforward: the kids have to be fed before they come, and the parents have to be prompt in picking them up. They follow a simple schedule so that the kids (and parents) know what to expect each time: free play, craft, make a snack, and popcorn and a movie. Without relatives in town, Kristen feels the four families in her exchange are especially committed to the project. This swap could easily be adapted for fewer families or for a group of stay-at-home moms who need babysitting but also want to benefit from time with friends.

The Three-Week Group Exchange

Stephanie Trenaman and her husband, Mason, organized a threeweek babysitting exchange for 15 young families at their church last summer. A co-op like the Trenamans’ works best for large groups who prefer using a central location instead of individual homes.

Each couple works one week as sitters and, in exchange, they can use

the free babysitting the other two weeks. To organize a similar program, pick three dates and recruit families by e-mail or through an announcement in an organization newsletter. Divide the group into three and ask each committed couple to babysit one of the dates. If you choose to feed the children, get a head count and keep it simple with chicken nuggets or pizza, fruit, and a cookie.

Break the time into 30-minute segments and pick fun activities for each block of time: games, free play, storybook time, music, dinner, a short movie, or a craft.

Stephanie suggests beginning your evening with high-energy activities and moving into slower-paced activities as bedtime gets closer.

A three-week exchange is a great way for a big group of parents to get to know each other and to enjoy some stress-free babysitting.

The Ongoing Babysitting Co-op

Being new to town and having a husband who traveled frequently, Janie Werner feels blessed by the quality, affordable childcare she received during the years she participated in a babysitting co-op. In a co-op, parents earn points based on the hours they watch other members’ children, and they redeem points when others babysit for them.

Some groups appoint a secretary who keeps track of each member’s hours while others trade co-op coupons or poker chips. Janie feels like geography is a key to success for co-ops: if members live within a well-defined area, they are more likely to use each other’s services. She also suggests capping the babysittinghours that a person can use before working them off so that no one takes advantage of the system. If you are interested in starting your own co-op, visit www. sittingaround.com, a website that helps parents set up and organize their own groups.

Why not ask your friends if they’re also looking for alternatives to traditional babysitting? When you swap babysitting with another parent, it’s a win-win situation: your children get to play with their friends, you can have confidence that they are in good hands, and it’s free. With these four types of exchanges in your toolbox, you are well on your way to finding truly reliable and affordable babysitters.

Sandi Haustein is a freelance writer and mom to three boys.

When she and her husband don’t want to pay big bucks for a sitter, they beg their friends to trade babysitting.

bcparent.ca • winter 2014 15

education guide independent schools

Vancouver 604/263-3255 www.croftonhouse.ca

Brockton School Co-ed, grades K–11 North Vancouver 604/929-9201 www.brocktonschool.com

French International Cousteau School of Vancouver Co-ed, grades PS–7 North Vancouver 604/924-2457 www.cousteauschool.org

Choice School Co-ed, grades K–7 Richmond 604/273-2418 www.choiceschool.org Collingwood School Co-ed, grades JK–12 West Vancouver 604/925-3331 www.collingwood.org Crofton House Girls, grades 1–12

Fraser Academy Co-ed, grades 1–12 Vancouver 604/736-5575 www.fraseracademy.ca Fraser Valley Elementary School Co-ed, K–3 Langley 604/533-5469 www.fves.bc.ca

Kenneth Gordon Maplewood School Co-ed, grades 2–8 North Vancouver 604/985-5224 www.kgms.ca Madrona School Society Co-ed, grades 4–7 Vancouver 604/732-9965 www.madronaschool.com Marpole Bilingual Montessori School Co-ed, grades PS–K Vancouver 604/266-1091 www.marpolebilingualmontessori.com montessori.com Our program sets a fantastic foundation for your child. With our unique approach to the daily Bilingual French Program combined with the

Montessori Curriculum, your child will be prepared academically, socially, emotionally and physically.

Meadowridge School Co-ed, grades JK–12 Maple Ridge 604/467-4444 www.meadowridge.bc.ca Mulgrave School Co-ed, grades Pre-K–12 West Vancouver 604/922-3223 www.mulgrave.com North Star Montessori Co-ed, grades PS–7 North Vancouver 604/980-1205 www.northstarmontessori.ca Pacific Rim Montessori Academy Co-ed, grades K–7 Vancouver 604/726-8428 www.pacificrimmontessori.com Pacific Spirit School Co-ed, grades K–8 Vancouver 604/222-1900 www.pacificspiritschool.org Pattison High School 604/608-8788 Vancouver www.pattisonhighschool.ca Pythagoras Academy Co-ed, grades JK–7 Richmond 604/370-0199 www.pythagorasacademy.ca Richmond Jewish Day School Co-ed grades K–7 Richmond 604/275-3393 www.rjds.ca St. George’s School Boys, grades 1–12 Vancouver 604/224-1304 www.stgeorges.bc.ca St. John’s School Co-ed, grades K–12 Vancouver 604/732-4434 / 604/629-2458 www.stjohns.bc.ca St. John’s International School Co-ed, grades 10–12 w/ESL Program Vancouver 604/683-4572 www.stjohnsis.com

16 bcparent.ca • winter 2014

education guide Southpointe Academy Co-ed, grades PS–12 Tsawwassen 604/948-8826 www.southpointeacademy.ca

Vancouver Montessori School Co-ed, grades PS–7 Vancouver 604/261-0315 www.vancouvermontessorischool.com

Stratford Hall Co-ed, grades K–12 Vancouver 604/436-0608 www.stratfordhall.ca

Vancouver Talmud Torah Co-ed, grades PS–7 Vancouver 604/736-7307 www.talmudtorah.com

Traditional Learning Academy Co-ed, grades K–12 Coquitlam 604/931-7265 www.traditionallearning.com

Vancouver Waldorf School Co-ed, grades PS–12 North Vancouver 604/985-7435 www.vws.ca

Urban Academy Co-ed, grades JK–10 New Westminster 604/524-2211 www.urbanacademy.ca

West Point Grey Academy Co-ed, grades JK–12 Vancouver 604/222-8750 www.wpga.ca

Vancouver College Boys, grades K-12 Vancouver 604/261-4285 www.vc.bc.ca

Westside Montessori Academy Co-ed, grades PS–3 Vancouver 604/434-9611 www.westsidemontessoriacademy.ca

Vancouver Hebrew Academy Co-ed, grades PS–7 Vancouver 604/264-1245 www.vhebrewacademy.com

York House School Girls, grades JK–12 Vancouver 604/736-6551 www.yorkhouse.ca

Public Francophone School Listings — Conseil scolaire francophone de la Colombie-Britannique (SD No 93) École Mer-et-montagne K–7 Campbell River 250-923-3359 http://meretmontagne.csf.bc.ca École secondaire Phoenix Grade 8 Campbell River 250-923-3359 http://meretmontagne.csf.bc.ca École secondaire Carihi 9–12 Campbell River 250-923-3359 http://meretmontagne.csf.bc.ca École La Vérendrye K–6 Chilliwack 604-858-2666 http://verendrye.csf.bc.ca École Au-coeur-de-l’île K–12 Comox

250-339-1848 http://coeurdelile.csf.bc.ca École du Bois-joli K–6 Delta 604-948-7007 http://boisjoli.csf.bc.ca École Collines-d’or K–7 Kamloops 250-579-9223 http://collinesdor.csf.bc.ca École de l’Anse-au-sable K–12 Kelowna 250-764-2771 http://anseausable.csf.bc.ca École des Voyageurs K–7 Langley 604-881-0222 http://voyageurs.csf.bc.ca École des Deux-rives K–8 Mission 604-820-5710 http://deuxrives.csf.bc.ca École Océane K–7 Nanaimo 250-714-0761 http://oceane.csf.bc.ca

Le français au CSF,

c’est bien plus qu’une langue !

Inscrivez votre enfant dans une des écoles publiques du CSF !

Depuis sa création en 1995, le Conseil scolaire francophone de la ColombieBritannique offre des programmes et des services éducatifs valorisant le plein épanouissement et l’identité culturelle des apprenantes et apprenants francophones de la province. Le conseil compte aujourd’hui plus de 4 700 élèves, 37 écoles publiques et dessert plus d’une centaine de communautés réparties dans l’ensemble de la province.

▪ ▪ ▪ ▪

programme d’enseignement public de la maternelle à la 12e année; ▪ haut niveau de réussite scolaire; services à la petite enfance; ▪ portables pour tous; service de transport scolaire; programme d’anglais de qualité; ▪ programmes de musique, théâtre.

bcparent.ca • winter 2014 17

education guide École secondaire de Nanaimo 8–12 Nanaimo 250-714-0761 http://oceane.csf.bc.ca École des Sentiers-alpins K–7 Nelson 250-825-4020 http://sentiersalpins.csf.bc.ca École André-Piolat K–12 North Vancouver 604-980-6040 http://andrepiolat.csf.bc.ca École de la Vallée-de-Pemberton K–7 Pemberton 604-932-9602 http://pemberton.csf.bc.ca École Entre-lacs K–8 Penticton 250-770-7691 http://entrelacs.csf.bc.ca École secondaire de Penticton 9–12 250-770-7691 http://entrelacs.csf.bc.ca École des Grands-cèdres K–6 Port Alberni

250-714-0761 http://grandscedres.csf.bc.ca École des Pionniers-de-Maillardville K–12 Port Coquitlam 604-552-7915 http://pionniers.csf.bc.ca École Virtuelle 8–12 Partout en province 778-284-0909 http://ecolevirtuelle.csf.bc.ca École Côte-du-soleil K–9 Powell River 604-485-8430 http://cotedusoleil.csf.bc.ca École secondaire Brooks 10–12 Powell River 604-485-8430 http://cotedusoleil.csf.bc.ca

École des Navigateurs K–7 Richmond 604-718-5629 http://navigateurs.csf.bc.ca

École du Pacifique K–7 Sechelt 604-885-4743 http://pacifique.csf.bc.ca

École Franco-nord K–7 Prince George 250-612-0755 http://franconord.csf.bc.ca

École des Glaciers K–2 Revelstoke 250-764-2771 http://glaciers@csf.bc.ca

École secondaire Chatelech 8–12 Sechelt 604-885-4743 http://pacifique.csf.bc.ca

École secondaire Duchess-Park 8–12 Prince George 250-612-0755 http://franconord.csf.bc.ca

École des Sept-sommets K–7 Rossland 250-362-3395 http://septsommets.csf.bc.ca

École Les Aiglons K–7 Squamish 604-898-3715 http://aiglons.csf.bc.ca

18 bcparent.ca • winter 2014

education guide CELEBRATING OVER 50 YEARS OF EXCELLENCE

Marpole Bilingual Montessori (Est. 1985)

GI VE

YO U

LAN RC ND HILD O C E THE GIFT OF A S

E AG U G

The ability to learn languages is highest between birth and age 6. Our French-English preschool program maximizes a child’s natural curiosity and ability to learn a second language during this important window of opportunity.

• Established in 1962 • Caring, experienced & highly qualified bilingual teachers • Bright, extra-spacious classrooms • Private indoor & outdoor play areas • Introduction to French, reading, math, science and nature, music, crafts • Educational field trips Accepting Wait List Applications for SY 2014-15 VANCOUVER BILINGUAL PRESCHOOL 949 West 49th Avenue (at Oak St.) Vancouver, BC V5Z 2T1 Phone/Fax: 604.261.1221 vancouverbilingual@yahoo.ca

•

www.vancouverbilingual.com

Pre-School, Junior Kindergarten & Kindergarten Celebrating Over 25 years of Montessori Teaching in the Community OUR ENRICHED MONTESSORI CURRICULUM INCLUDES:

The Phonetic approach to Reading & Writing, Mathematics, Geography, Science, Music, Art, French, Yoga and a variety of Cultural subjects.

Children are required to wear school uniforms.

We offer 2-1/2 hour and 3-1/2 hour programs for 2-1/2 to 5 year olds as well as an Extended day program for 5 year olds.

Private English Tutoring and Afterschool Phonics classes are also offered.

1296 W 67TH AVENUE VANCOUVER, BC V6P 2T2 FOR AN APPOINTMENT PLEASE CALL

604-266-1091 EMAIL: bilingualmontessori@hotmail.com www.marpolebilingualmontessori.com TEL:

bcparent.ca • winter 2014 19

education guide École Gabrielle-Roy K–12 Surrey 604-599-6688 http://gabrielleroy.csf.bc.ca École Jack-Cook K–7 Terrace 250-635-9754 http://jackcook.csf.bc.ca École Rose-des-vents K–6 Vancouver 604-267-9022 http://rosedesvents.csf.bc.ca École Anne-Hébert K–6 Vancouver 604-437-4849 http://annehebert.csf.bc.ca École secondaire Jules-Verne 7–12 Vancouver 604-731-8378 http://julesverne.csf.bc.ca École Victor-Brodeur K–12 Victoria 250-220-6010 http://brodeur.csf.bc.ca École La Passerelle K–7

Whistler 604-932-9602 http://passerelle.csf.bc.ca École Sophie-Morigeau K–2 Fernie 250-531-1115 http://sophiemorigeau.csf.bc.ca

preschools Advantage Preschool Burnaby, 604/435-1263 advantagepreschool.ca Alderwood House Richmond, 604/272-5023 www.alderwoodhouse.com Brainbridge Bilingual Education and Fine Arts Centre Vancouver, 604/322-6830 www.brainbridge.ca Brentwood Montessori Preschool & Kindergarten Burnaby, 604/294-2671 Burnaby French Language Playschool 604/432-1323 www.bflp.org Canyon Heights Preschool North Van, 604/986-5597 www.canyonheights preschool.com

Council of Parent Participation Preschools 604/435-4430, 800/488-0660 www.cpppreschools.bc.ca

Children’s House Montessori Coquitlam, 604/931-1311 www.montessoribc.com Cloverleaf Montessori Surrey, 604/574-9899

Discovery Montessori Richmond, 604/807-9796

Core Education & Fine Arts (CEFA) 604/913-7713 www.cefa.ca Cornerstone Christian Academy Richmond, 604/303-9181

Discovery Quest Montessori Surrey, 604/581-1620 Dunbar Memorial Preschool Vancouver, 604/222-6065 www.dunbarmemorialpreschool.ca

Contact us to have your school, preschool or tutoring service listed in our 2014 Family Resource Guide. info@bcparent.ca

Available to all K-12 students, this learning option is ideal for those who are: travelling home-schooled pursuing athletic or artistic endeavours

requiring a course to complement a regular school schedule dealing with health issues seeking advanced placement options

Students work on their own time with the support of qualified teachers.

Register Now! burnabyonline.ca IN PARTNERSHIP WITH

20 bcparent.ca • winter 2014

education guide

Belonging “It is like when everyone is your best friend for real.” – Ben, age 4 Alderwood House is a nature based, early education program in Richmond, for children 12 months – 5 years.

Rooted in reggio-inspired philosophy, our goal is to foster social emotional learning.

Opening new location in Port Coquitlam, January, 2014!

Visit www.bcparent.ca

Have BC Parent Newsmagazine delivered directly to your inbox.

Visit bcparent.ca to subscribe.

Read our new blogs… catch up on past issues… enter our contests and find out about great family events in the Lower Mainland.

www.alderwoodhouse.com

bcparent.ca • winter 2014 21

education guide Early Foundations Preschool 604/444-3773 www.dsrf.org Elite Montessori Academy Vancouver, 604/655-2045 www.elitemontessori.ca Located in Dunbar area, with brand new facility, high quality equipments as well as experienced educators, we offers enriched Montessori program for 3–6 year olds. We also have math, science and mandarin classes for children up to 9 years old.

Family Montessori School Vancouver 604/224-2633, 604/731-8810 www.familymontessori.com

COUSTEAU has opened the preschool, LA CALYPSO, for children aged 3 to 5 years. Located on South Granville St., Calypso will follow the existing model in North Vancouver, including four hours of teaching, in French, by French teachers certified by France and British Columbia.

Montessori Mews Richmond, 604/522-1351

Little Mountain Montessori Preschool Vancouver, 604/709-9621

Paddington Station Finearts Preschool Richmond, 604/221-0141 www.theartsconnection.ca

Little People Parent Participation Preschool Vancouver, 604/261-2219 www.littlepeople.ca

Morning Glory Montessori Richmond, 604/272-2821 Pacific Rim Montessori Academy Vancouver, 604/726-8428 www.pacificrimmontessori.com

Sunflower Academy Vancouver, 604/222-1114 www.sunfloweracademy.com

The Reading Foundation 604/222-2254 www.readingfoundation.com

UBC Lluvia Preschool Vancouver, 604/822-3353 www.childcare.ubc.ca/ programs/preschool

School Is Easy Tutoring Also known as Academic Advantage 604/439-1790 or 1-877-ITS EASY Home tutoring. We are one of the largest and most respected tutoring agencies in the Lower Mainland. We provide carefully screened certified teachers in all subjects: Grades 1–12, ESL (all levels), Special Ed, Study Skills, Gifted Programs and French immersion. We are easy to work with.

Reasonable rates. No upfront fees.

Rated A+ with BBB and recipient of awards.

Hazelwood Early Learning Port Coquitlam, 604/377-8385 www.hazelwoodearlylearning.com

Marpole Bilingual Montessori Vancouver, 604/266-109 www.marpolebilingual montessori.com

Sandcastle Park Children’s Centre Richmond, 604/274-8380 www.sandcastlepark.ca

Inglewood Parent Participation Preschool West Van, 604/925-1888 www.inglewoodppp.ca

Meadow Montessori Elementary & Preschool Maple Ridge, 604/465-3492 www.meadowmontessori.ca

Kids Care Preschool Vancouver, 604/325-2222

Milestone Montessori Delta, 604/583-1446 www.milestonemontessori.ca Monkey See Monkey Do Montessori Vancouver, 778/371-4659 www.monkeyseemonkeydo.ca

University Hill Preschool Vancouver, 604/228-8610 Vancouver Bilingual Preschool Vancouver, 604/261-1221 www.vancouverbilingual.com Wesbrook Parent Participation Preschool Vancouver info@wesbrookpreschool.com www.wesbrookpreschool.com Westside Montessori Academy at the Italian Cultural Centre Vancouver, 604/434-9611 www.westsidemontessoriacademy.ca

NEW NEW Richmond Richmond mond nd Campus Caampus pu

Westside Montessori School Vancouver, 604/731-6594 www.westsidemontessori.ca Westside Montessori School provides Preschool and Kindergarten students with exceptional hands-on experiences full of exploration and discovery.

Limited class sizes, varied learning techniques and integrating the best educational approaches make Westside Montessori School a different kind of school. www.westsidemontessori.ca

(604) 304-4032

education & tutoring services

(604) 568-0018

BC Homeschool Association 604/536-2233 www.bchomeschool.net

Vancouver V ancouver West Weestt Campus Campus onsidered for ac ceptance.

Students with an average average of B+ or higher ar aree cconsidered acceptance.

Grades Gr ades vary var ar y bbyy ccampus. ampus. No Cash Cash value. value. Offer O ffer valid valid until February Febru e arr y 15, 2014 20 www. w w w. Spirit S pirit of of M Math. at h. com 22 bcparent.ca • winter 2014

for class times and lo locations c ations

MPM Math 604/266-6762 www.mpmmath.com

Stepping Stone Preschool Vancouver, 604/261-5315 www.steppingstonepreschool.org

Pomme d’Api Preschool Vancouver, 604/877-1122 www.pommedapi.org Reach for the Stars Montessori Vancouver, 604/688-7827 www.reachforthestarsmontessori.com

La Calypso Vancouver, 924-2457 www.lacalypso.org The French International School

Mathletics 1-877/467-6851 customerservice@3plearning.ca www.mathletics.ca

Oxford Learning Coquitlam 604/464-3090 Richmond 604/233-5566 South Surrey 604/575-1494 Langley 604/534-4089 North Van 604/990-8850 www.oxfordlearning.com Oxford offers personalized programs for every child, in every grade (K–12).

We provide after-school programs to meet every need from essential skills such as reading, math, writing and also French. Our Little Reader program offers preschoolers academic programs in a fun environment.

Little Neighbours Preschool 604/521-5158 www.littleneighbours.com

Gatehouse Montessori West Van, 604/925-1437

Learning Disabilities Association 604/873-8139 www.ldav.ca

Kumon 800/222-6284 www.kumon.com

Spirit of Math Richmond 604/304-4032 Vancouver 604/568-0018 www.spiritofmath.com The leader in math enrichment in Canada for over 25 years. Call to book your free entrance interview.

Sylvan Learning 1/800-EDUCATE www.SylvanLearning.ca Sylvan creates individual programs in reading, math, writing, homework help, SAT*/ACTR prep and more.

Sylvan offers both in-centre and live, online tutoring to inspire confidence in all kids, pre-K through 12th grade.

Teachers’ Tutoring Service 604/730-3410 www.tutor.bc.ca TOC Education Resources 604/603-3008 www.toceducationresources.com

VASECTOMY No-Scalpel No-Needle No Metal Clips TRUST OUR EXPERIENCE! Dr. Pollock has safely performed over 15,000 vasectomies.

• Takes under 6 minutes • Virtually painless • BC’s most referred to vasectomy physician (10+ years) • Our Success rate is greater than 99.9%.

• Online registration saves you time – have a consultation and vasectomy in a single visit.

OFFICES IN VANCOUVER AND NEW

WESTMINISTER

604 –717– 6200 FOR MORE INFORMATION,INCLUDING A VIDEO, VISIT

www.pollockclinics.com FOR INFANT CIRCUMCISION, VISIT

www.circumcisionvancouver.com

bcparent.ca • winter 2014 23

TAKE CARE OF YOURSELF we say it nearly every single day.

But truly taking care of yourself and your family means understanding all the options available to address the underlying causes of dysfunction.

Integrative and functional, our practitioners are trained to work with you to find safe, reasonable, sustainable and affordable health solutions that will allow you and your loved ones to thrive.

Learn more about how Naturopathic Medicine and its allied professionals can help you to optimize your health, and how you can begin your family’s health legacy.

Join us online at EVOKEMEDICINE.COM

@EvokeIM facebook.com/EvokeMedicine

1030 WEST GEORGIA ST SUITE 312

604.685.1181

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DR J A S O N M A R R TOMAH PHILLIPS MARISA MARCIANO DR TA RY N D E A N E

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