2022 Education & Program Planner by M.L. Ellen Percival

FALL EDUCATION & PROGRAM PLANNER

fall education & program planner

Take HEE! o Copy me

Calgarys Child '

We Are Family

UNBEARABLE BICKERING? Teach them ways to stop their own squabbles

HELP!

Calgary's

ALTERNATIVE EDUCATION Options

My Child’s Not Ready for Kindergarten

Finding the perfect fit

11 skills you can work on over the summer

HELPING LEARNING

Boys in DANCE

'Stick'

Tips to build your child's memory muscle

How to create a supportive environment

FALL EDUCATION & PROGRAM PLANNER - SPECIAL EDITION A+ Options, Resources and Support to Get Everyone off to a Great Start FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 1

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About Us Publisher/Editor-in-Chief: M. L. Ellen Percival Co-Creator: Sherry Kerr – ABC

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Assistant Publisher/Managing Editor: Allison Percival Art Director: Amanda Sharp Editoral Assistant: Stacie Gaetz Distribution Manager: Cathy Bontje Sales Director: Eilidh Tait . . . . . . . . . . . . . . . . . . . . . . . 587-888-9556 eilidh.calgaryschild@gmail.com

2022 Fall Education & Program Planner - Special Edition Unbearable bickering? Teaching kids to become problem-solvers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Alternative education options in Calgary . . . . . . . . . . . . . . . . . 16

Cover

10 tips for keeping your kids safe online . . . . . . . . . . . . . . . . . . 19

Amari, age 3, from Calgary © Bebe Newborn Photography

What if your child doesn’t “tick all the boxes” for Kindergarten? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Calgary Reads is transforming . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

FALL EDUCATION & PROGRAM DIRECTORY . . . . . . . . . . . . . 6

An eye exam can make all the difference . . . . . . . . . . . . . . . . . 22

Helping learning stick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Loose parts play toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Encouraging boys to dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Transitions: A love/hate relationship? . . . . . . . . . . . . . . . . . . . . 27

Classes & Programs Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The wonders of water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Contributors Jan Archibald Nicole Brayton Stacie Gaetz Calgary Reads

Ashley Frampton Allison Percival Julie Freedman Smith Maureen M. Khallad

Melanie Reader Sarah Reader James Smith

CBE, CSSD, Rocky View Schools & Foothills School Division Parents! Look for our link on your School’s Website and/or Monthly Newsletters: Connect digitally with Calgary’s Child Magazine for parenting and education support, local resources, programs and activities for kids and families. calgaryschild.com (click on current cover)

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Next Issue BACK TO SCHOOL EDITION Ad Booking Deadline: July 20, 2022 Release Date: August 10, 2022

Our Back to School edition focuses on getting the kids back from pool-time to school-time! We've got Calgary's biggest Class & Program Directory; back to school resources including childcare, health and wellness practitioners, home school help, supplies, last-minute preschool and educational offerings and support and much more! Plus we've got tons of great ways to keep the summer fun going, and lots of ideas to help families enjoy the crisp weather and changing colors. Contact us to participate or for more information.

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FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 3

fall education & program planner

Helping Parents Find Their Voice

unbearable bickering? teaching kids to become problem-solvers Teach ways to solve the problem and safely release emotions By Julie Freedman Smith “If I was a better parent, my kids wouldn’t argue so much!” Wrong. Siblings live in close quarters, and have different temperaments, needs, and emotions. It makes sense that there is conflict between our children. Conflict is natural and normal. This conflict gives our kids opportunities to learn and practice getting along even when we don’t agree. It gives us the chance to teach these skills. Before we go any further, it’s important to recognize that there is a difference between sibling rivalry and sibling violence or sibling abuse. Violence is not normal. Sibling abuse is not something that kids “just figure out” or “grow out of.” It is critical that anytime there is violence between our kids, we step in and separate the children, keeping everyone safe. It is a parent’s job to teach ways to solve the problem and safely release emotions. “But doesn’t roughhousing just happen between siblings?” It may happen between siblings or friends. Our job as parents is to identify it as such and put boundaries around it. When the ‘wrestling’ or ‘play fighting’ is mutual, it’s just roughhousing. When it is not mutual, it is abuse or violence. Planning with kids how to communicate that they no longer want to play, and holding everyone accountable to stopping the play when that word or statement is uttered is one way for us to teach our kids how to play-fight fairly.

“Conflict gives our kids opportunities to learn and practice getting along even when we don’t agree.” •

“I can see/hear that you both want to play with this truck. I’m going to put it aside for a moment while the three of us figure out how this can happen in a way that works for all of us. I believe our family can make this work, we do well as a team.”

They may have an answer, they may not. If not, you can suggest, “you can take turns, you can play together, you can alternate days when you play with the truck.”

Let’s imagine they are arguing over a toy truck.

What not to say: It’s important that we realize the power our words and actions have over our children. They think we are all-knowing. When we tell them they are something, they believe it. When we tell them they can’t do something, they believe it. • Language to avoid when speaking to the one who is often the aggressor: “Why are you always picking on your sibling? What’s wrong with you? Why are you so mean?” • Language to avoid when speaking to the child who is often the victim: “Oh, you poor thing! Your sibling is always treating you badly. You are always picked on. You can’t stand up for yourself, you need me to do that for you.” Avoid saying this when speaking to both kids: “That’s it! No one gets to play with the truck. You two will never learn how to behave!”

What to say: “I see/hear two kids arguing. Let’s take a few • moments to calm our bodies and then we’ll work together to solve this problem. I’d like to hear what each of you feel and need. Both of you will get a turn to talk, one at a time.”

MOVING FORWARD It may take time for your kids to learn how to work together to solve problems. Teach it to them, (as above), and then, as you feel they are getting the hang of it, you can step back and guide them through it.

WHEN RIVALRY OCCURS Young children, or those who have not yet been taught how to work things out, will definitely need our help. When we speak to both children using the same words, we treat them equally and are not labeling anyone as the aggressor or the victim. Moreover, we are teaching them that we believe in their abilities as problem-solvers.

“Sounds like you need a moment to breathe and then you can start problem-solving together. Who is ready to say ‘I feel…’ or ‘I need…?’” Then, when they’ve shared, you can ask, “how will you work together?” Eventually (and this may take years, based on ages and stages of development), “do you two need my help, or can you work it out together?” There will be times when the kids are very angry or highly emotional. Create space between them and provide time for a cooling down period (minutes or hours), for everyone before the problemsolving begins. RECURRING BATTLES Clients can usually tell me exactly what situations cause rivalry between siblings. It is often a certain time of day or playing with certain toys or technology. Perhaps it is when they’ve been playing for 15 minutes and get bored. When we can spot those situations in advance, we can help our kids to plan a way to play that won’t end in an argument. Talking about it upfront can make a difference: “I’m going to be making dinner. Often when you play together at this time of day, something happens, and you get on each others’ nerves. What will you say to each other to stop that? Could it be ‘I need my space please,’ or ‘I’m feeling frustrated, please give me my turn.’” KIDS NEED OUR HELP TO LEARN NEW WAYS OF BEING This is a process and takes time. If you’re not sure how to make it better, you are not alone. It’s way easier to learn new strategies together. I’m here to help you teach new ways of working together as a family. Your kids will thank you for it. Want insight into your parenting? Find your Healthy Parent Score: jfs-parent-education.scoreapp.com

Author, blogger, podcast host and parenting expert, Julie Freedman Smith has been supporting parents across North America for 20 years. Through her company JFS Parent Education, she helps parents find relief from their everyday parenting challenges. Want to know how she can help you? Email her today: julie@juliefreedmansmith.com. CCM

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11 skills you can work on over the summer to get them ready for school By Maureen M. Khallad First of all, as parents of “pandemic babies,” there must be a recognition that those “boxes” were created for a pandemic-free environment. You have been parenting babies and toddlers in a situation that is unprecedented and educators are aware that there will be deficits in some areas of development. So, before you completely panic that your child isn’t ready, please remember that letters, numbers, and literacy skills are taught in Kindergarten. There is so much more than ABCs and 123s in Kindergarten readiness. If your child cannot print their name, it is not the end of the world! If your child cannot recite the alphabet or count to ten yet, please stop worrying about this. Here are my own “boxes” that your child should “tick”: 1. Can they dress themselves including shoes and packing a backpack? 2. Can they open containers for snacks independently? 3. Do they know their full name yet (first/middle/last)? 4. Can they cut shapes? Circle (tricky), straight line, triangle, square. 5. Can they draw diagonal, circle, perpendicular lines yet? 6. Can they follow three oral directions yet? 7. Can they cope with disappointment/transitions/ conflict over toys independently? 8. Can they separate from you for a length of time yet? 9. Can they confidently speak up to ask to use the washroom or ask for assistance with a difficulty? 10. Are they aware of others and beginning to develop empathy? 11. Are they familiar with and enjoying books? Now, what if your child isn’t dressing independently yet? It’s time to work on this skill. If your child is genuinely having difficulty with achieving this skill, it might be worth mentioning to your family doctor or pediatrician. Otherwise, leave yourself and your child time to work on dressing skills. Two minutes before going out the door is not going to work for you or your child. Snack time is an important break, and your child needs to be able to open container lids independently. This strengthens their hands and is exactly the exercise needed to hold pencils for printing. Allow them to struggle, but not too long or it just frustrates everyone. Practice this skill all summer. Have them pack their own snack bag and zip it up independently.

“There is so much more than ABCs and 123s in Kindergarten readiness.” and carry them out. For example, play a silly game with three silly instructions such as put the spoon under the chair, the plate on the chair, and the glass in the fridge. You can start with two instructions and work your way up if your child isn’t ready for three instructions.

Scissor skills require a lot of different muscle groups from the shoulder on down. Have your child cut up scrap paper often and for short periods of time. As their hands strengthen, cutting will become easier.

Your children needs to be able to confidently approach an adult (teacher, summer camp leader, etc.) if they are needing assistance, whether it is locating belongings or needing to use the bathroom. Your child needs to know that they can always tell a supervising adult that they have a problem or need to use the bathroom. If your child is too shy to ask, work on solutions together or practice asking questions together.

Listening and comprehension skills can be easily fit in throughout the day. Yes, their listening skills will vary depending on their level of interest for sure. But your child should be able to listen to three oral instructions

Social skills are critical for success in school. Work on kindness and caring about others. This does not mean that your child should be somebody’s doormat. It means playing and working in a group. This involves

compromise and cooperation. It can be a skill acquired at home in daily activities. If your child is a “my way only” kind of child, it can be a sign that they are highly intelligent, but they are needing some work on the rules of society. If your bright little five-year-old has great social skills, all the rest will happen in Kindergarten. Separation is a huge issue right now. Kindergarten teachers are aware of this, and no doubt will have suggestions on making the transition easier. They know that these “pandemic babies” have been at home for two and a half years with very little contact with outside situations. It is time to get them used to group situations. If your child is able and your finances permit, check out unparented activities or preschool classes this summer. In the meantime, try to socialize as much as possible at the playground and check out the amazing variety of summer camps for five-year-olds. If possible for your family, this is a great time for three- to five-year-olds to return to preschools once again where most of these skills can be easily taught in preparation for Kindergarten. Maureen is the Director at The Think Sun Preschool Academy located in the SW neighborhood of Strathcona. She has been welcoming and preparing preschoolers for kindergarten for over 30 years. For more information, call 403-240-4466 or visit thethinksunpreschool.com. CCM

FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 5

fall education & program planner

what if your child doesn’t “tick all the boxes” for Kindergarten?

fall education & program planner

Fall Education & Program Directory Check out our comprehensive list of local A+ resources, education, class and program listings you will need to get you and your family started on the right path to school success!

ALBERTA UNIVERSITY OF THE ARTS Website: auarts.ca

CALGARY WALDORF SCHOOL Phone: 403-287-1868 Email: info@calgarywaldorf.org Website: calgarywaldorf.org

CALGARY BOARD OF EDUCATION (CBE) Website: cbe.ab.ca

CLEAR WATER ACADEMY Website: clearwateracademy.com

CALGARY CATHOLIC SCHOOL DISTRICT (CCSD) Phone: 403-500-2000 Website: cssd.ab.ca

DALHOUSIE COMMUNITY KINDERGARTEN Phone: 403-288-1050 Email: info@dcakids.com Website: dcakids.com

CONSEIL SCOLAIRE FRANCOSUD 295 - 6715 8 Street NE Phone: 403-686-6998 Email: infoconseil@francosud.ca Website: francosud.ca

EDGE SCHOOL Website: edgeschool.com

FOOTHILLS SCHOOL DIVISION Website: fsd38.ab.ca

GOLDEN HILLS LEARNING ACADEMY Strathmore, AB Phone: 403-934-5179 Email: learning.academy@ghsd75.ca Website: goldenhillslearningacademy.com

SCHOOL BOARDS

MOUNT ROYAL UNIVERSITY Website: mtroyal.ca PALLISER REGIONAL SCHOOL DIVISION Website: pallisersd.ab.ca ROCKY VIEW SCHOOLS Website: rockyview.ab.ca ST. MARY’S UNIVERSITY Website: stmu.ca

ALTERNATIVE, INDEPENDENT & CHARTER SCHOOLS ALLIANCE FRANÇAISE DE CALGARY Phone: 403-245-5662 Email: info@afcalgary.ca Website: afcalgary.ca BANBURY CROSSROADS SCHOOL Phone: 403-270-7787 Email: general@banburycrossroads.com Website: banburycrossroads.com CALGARY ACADEMY Phone: 403-686-6444 Email: info@calgaryacademy.com Website: calgaryacademy.com

GLENMORE CHRISTIAN ACADEMY Website: gcaschool.com

HERITAGE CHRISTIAN ACADEMY Website: hcacalgary.com LYCÉE LOUIS PASTEUR Phone: 403-243-5420, Ext. 123 Email: admissions@lycee.ca Website: lycee.ca NORTH POINT SCHOOL FOR BOYS Phone: 403-744-5214 Email: info@northpoint.school Website: northpoint.school NORTH POINT SCHOOL FOR GIRLS Phone: 403-744-5214 Email: info@northpoint.school Website: northpoint.school PHOENIX EDUCATION FOUNDATION Phone: 403-265-7701 Email: info@phoenixfoundation.ca Website: phoenixfoundation.ca PROVIDENCE Phone: 403-255-5577 Email: providencechildren.com Website: providencechildren.com

CALGARY CHRISTIAN SCHOOL Website: calgarychristianschool.com

RIVER VALLEY SCHOOL Phone: 403-246-2275 Email: admissions@rivervalleyschool.ca Website: rivervalleyschool.ca

CALGARY JEWISH ACADEMY Phone: 403-253-3992 Email: info@cja.ab.ca Website: cja.ab.ca

RUNDLE ACADEMY, COLLEGE, AND STUDIO Phone: 403-291-3866 Email: contactus@rundle.ab.ca Website: rundle.ab.ca

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ST MARY’S UNIVERSITY COLLEGE Website: stmu.ca STRATHCONA-TWEEDSMUIR SCHOOL (STS) Phone: 403-938-8326 Email: admissions@sts.ab.ca Website: strathconatweedsmuir.com WEBBER ACADEMY Website: webberacademy.ca

ASSOCIATIONS, INCLUSIVE PROGRAMMING & SUPPORT ALBERTA ASSOCIATION OF OPTOMETRISTS Phone: 1-800-272-8843 Website: optometrists.ab.ca BEHAVIOUR THERAPY AND LEARNING CENTRE (BTLC) Website: btlc.ca BETWEEN FRIENDS Phone: 403-269-9133 Email: info@betweenfriends.ab.ca Website: betweenfriends.ab.ca CALGARY PUBLIC LIBRARY Phone: 403-260-2600 Website: calgarylibrary.ca CALGARY YOUTH PHYSIOTHERAPY (SOUTH) Website: calgaryyouthphysio.com DISCOVERY PSYCHOLOGICAL SERVICES Website: discoverypsych.ca FOOTHILLS ACADEMY 745 37 Street NW Phone: 403-270-9400 Email: info@foothillsacademy.org Website: foothillsacademy.org G.R.I.T. CALGARY SOCIETY Phone: 403-215-2444 Email: info@gritcalgarysociety.com Website: gritcalgarysociety.com LEARNING DISABILITIES & ADHD NETWORK Phone: 403-630-1616 Website: ldadhdnetwork.ca PROVIDENCE Phone: 403-255-5577 Email: providencechildren.com Website: providencechildren.com SHELDON PSYCHOLOGY GROUP Phone: 403-618-8288 Email: info@sheldonpsychology.com Website: sheldonpsychology.com

YW CALGARY Phone: 403-232-1594 Email: childcare@ywcalgary.ca Website: ywcalgary.ca/childcare

EARLY LEARNING & CHILDCARE BANBURY CROSSROADS SCHOOL Phone: 403-270-7787 Email: general@banburycrossroads.com Website: banburycrossroads.com BEARSPAW PRESCHOOL Website: bearspawpreschool.com BELLA CASA MONTESSORI SCHOOL/DAYCARE Website: bellacasamontessori.com CALGARY CATHOLIC SCHOOL DISTRICT (CCSD) Phone: 403-500-2000 Website: cssd.ab.ca CALGARY WALDORF SCHOOL Phone: 403-287-1868 Email: info@calgarywaldorf.org Website: calgarywaldorf.org

CITY OF CALGARY PLAYSCHOOL PROGRAMS Southland Leisure Centre (2000 Southland Drive SW) Phone: 403-648-6555 Village Square Leisure Centre (2623 56 Street NW) Phone: 403-366-3900 Inglewood Bird Sanctuary (2425 9 Avenue SE) Phone: 311 Website: calgary.ca/playschool DISCOVERY CORNER PRESCHOOL Phone: 403-472-1477 Email: discoverycorner@outlook.com Website: mydiscoverycorner.com ÉCOLE BEAUSOLEIL Email: beausoleil@francosud.ca Website: beausoleil.francosud.ca ÉCOLE DE LA MOSAÏQUE Email: lamosaique@francosud.ca Website: lamosaique.francosud.ca ÉCOLE DE LA ROSE SAUVAGE Email: rosesauvage@francosud.ca Website: larosesauvage.francosud.ca ÉCOLE DE LA SOURCE Email: lasource@francosud.ca Website: lasource.francosud.ca

ÉCOLE DU NOUVEAU-MONDE Email: nouveaumonde@francosud.ca Website: nouveaumonde.francosud.ca ÉCOLE FRANCOPHONE D'AIRDRIE Email: efairdrie@francosud.ca Website: efairdrie.francosud.ca ÉCOLE NOTRE-DAME-DE-LA-PAIX Email: ecolendp@francosud.ca Website: ndp.francosud.ca ÉCOLE NOTRE-DAME DES VALLÉES Email: ecolendv@francosud.ca Website: ndv.francosud.ca ÉCOLE SAINTE-MARGUERITEBOURGEOYS Email: ecolesmb@francosud.ca Website: smb.francosud.ca ÉCOLE TERRE DES JEUNES Email: terredesjeunes@francosud.ca Website: terredesjeunes.francosud.ca EDELWEISS PREPARATORY SCHOOL Phone: 403-282-4220 Email: epschool@telus.net Website: epschool.ca Fall education & program directory – Continued on next page

FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 7

fall education & program planner

THE WELLNESS STUDIO FAMILY CHIROPRACTIC & WELLNESS CARE Website: thewellnessstudio.ca

fall education & program planner

Fall education & program directory – Continued from previous page

FUN 2 LEARN PRESCHOOL Phone: 403-239-2033; 403-880-6711 Email: anita@fun2learnpreschool.com Website: fun2learnpreschool.com

SANKALPA PRESCHOOL AT WYMBIN Phone: 403-452-2549 Email: hello@wymbinyoga.com Website: wymbinyoga.com/preschool

HIGHLAND PARK PRESCHOOL Website: hpca.ca/preschool

SPRINGBANK PLAYSCHOOL Website: springbankplayschool.ca

JUVENESCENCE Phone: 587-433-7734 Email: hello@juvenescence.ca Website: juvenescence.ca

SUMMIT KIDS Email: hello@summitkids.ca Website: summitkids.ca

KALEIDOSCOPE KIDS PRESCHOOL Three Locations in Calgary Phone: 403-547-1020 Email: office@kalkids.com Website: kaleidoscopekidspreschool.com KIDS@CHURCHILL PARK Phone: 403-266-4656 Email: admin@churchillpark.ca Website: churchillpark.ca

A love of learning begins early.

KIDS U Seven locations in Calgary, one in Strathmore Phone: 1-855-805-4378 Email: info@kidsu.ca Website: kidsu.ca KINDERHOUSE PRESCHOOL CALGARY Phone: 403-975-0103 Email: info@mykinderhouse.org Website: mykinderhouse.org KING’S KIDS PRESCHOOL Phone: 403-285-4855 Email: preschool@kingskidsfoundation.com Website: kingskidsfoundation.ca KINGSLAND COMMUNITY PRESCHOOL Website: kingslandcommunitypreschool.com LEARNING ADVENTURES PRESCHOOL (AT CALGARY CHRISTIAN SCHOOL) Website: learningadventures.ca

JOIN US THIS FALL.

MAPLE ROOTS OUT OF SCHOOL CARE Phone: 403-200-1378 Email: info@maplerootsinc.com Website: maplerootsinc.com MONTESSORI CASA Two Locations (SE, SW) Email: admin@montessoricasa.com Website: montessoricasa.com OAKS & ACORNS MONTESSORI 500 Midpark Way SE Email: director.midnapore@oaksandacorns.com 4963 Front Street SE Email: director.seton@oaksandacorns.com Website: oaksandacorns.com PRE-KINDERGARTEN EDUCATIONAL SERVICES Phone: 403-605-2988 Email: Register@PreKindergartenEd.com Website: Pre-KindergartenEd.com

early.calgaryacademy.com

RIVER VALLEY SCHOOL Phone: 403-246-2275 Email: admissions@rivervalleyschool.ca Website: rivervalleyschool.ca ROOTS AND WINGS PRESCHOOL Website: rootsandwingspreschool.ca

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SUMMIT START Email: hello@summitstart.ca Website: summitstart.ca SUMMIT STEPS Email: chestermere@summitsteps.ca Website: summitsteps.ca THE THINK SUN PRESCHOOL ACADEMY Phone: 403-240-4466 Email: info@thethinksunpreschool.com Website: thethinksunpreschool.com TOT SPOT PRESCHOOL Website: totspotpreschool.ca TRAIL KIDS Apple Tree Preschool (Bridlewood) Email: info@appletreepreschool.ca Kids@Play Preschool (Cranston) Email: register@kidsatplaypreschool.ca Supported by TRAIL Kids ECS Email: admin@trailkids.ca Website: trailkids.ca TRELLIS SOCIETY Phone: 403-267-9981 Email: KDougherty@growwithtrellis.ca Website: growwithtrellis.ca/preschool UNIQUE EDUCATION ACADEMY Phone: 403-869-6391 Email: letstalk@uea-yyc.ca Website: uea-yyc.ca YMCA CALGARY Email: info@ymcacalgary.org Website: ymcacalgary.org YW CALGARY Phone: 403-232-1594 Email: childcare@ywcalgary.ca Website: ywcalgary.ca/childcare

SUPPLIES & SERVICES AMARANTH STORES Website: amaranthfoods.ca BEANERS FUN CUTS FOR KIDS Four Locations in Calgary Email (NE): ljeventures@gmail.com Email (NW): calgary.northland@beanersfuncuts.com Email (SE): calgary.southland@beanersfuncuts.com Email (SW): calgary.westsprings@beanersfuncuts.com Website: beanersfuncuts.com REAL CANADIAN SUPERSTORE Various Locations Website: realcanadiansuperstore.ca

Fall education & program directory – Continued on page 13

fall education & program planner

helping learning stick Ways to assist your child in developing their memory By Melanie Reader, B.Sc. MSc., Registered Psychologist On top of their typical school curriculum learning, many students with learning disabilities may also be involved in remedial instruction (e.g., tutoring to build reading strategies). Despite the time and effort the children put in during their time with teachers and other professionals, they still require additional support from parents to consolidate the learning of information for later retrieval. Like a muscle in our bodies, memory needs to be continually exercised to ensure it stays in good shape. Memory types First of all, it is important to recognize that the memory system is very complex and involves different forms of memory. Although they are all interrelated, each memory type has a different function. Short-term memory involves brief retention of newly learned information. Working memory involves holding information in mind temporarily while manipulating it or carrying out an operation on it (e.g., completing mental arithmetic). It often works as a bridge between short-term memory and long-term memory. Long-term memory allows information to be remembered permanently or for a long period of time. In order for information to be recalled at a later point in time, it needs to make its way into

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long-term memory storage from short-term or working memory. To ensure this transfer, information needs to be processed deeply enough in short-term and/or working memory. This can be done through repeated practice. If certain information can be automatically retrieved from memory, more information can be remembered and the child can then engage in higher-thinking skills with that information (e.g., by making sight-word recognition and decoding skills more automatic, the child has more memory space available to engage in reading comprehension). Tips for parents Use rehearsal strategies such as rhymes or mnemonic devices (e.g., HOMES to remember the five Great Lakes Huron, Ontario, Michigan, Erie, and Superior). Information that is “chunked” into smaller amounts is much more easily retrieved from memory later on. Having the child paraphrase what he has learned is also a great way to help the child remember information that is typically too long to be stored. Practice with and repeat the information to be remembered. Most new information cannot be learned in just one sitting. Parents can support the teachings

of teachers/instructors by having their children tell the information to them. For example, prior to bedtime each night, the child can tell a parent the list of vowel sounds they learned during their reading tutorial or the 9 times table. Even when it appears that the child has learned the material, it is key to keep reviewing the material. Overlearning allows the child to strengthen the connections between what is already known and new material and consists of the child completing several error-free repetitions of the new material. Do not assume that the child will remember the 9 times table simply because they have recited it correctly one time. Rote drilling is one way for children to practice and repeat information. Thankfully, this technique does not have to be boring! Use games for learning spelling words, definitions, and mathematical facts. For example, instead of using matching pictures in the game ‘Memory’, have matching spelling words to enhance memory of sight reading and spelling words. As the use of multiple sensory pathways assists with learning and remembering information, use physical movement to also enhance storage and retrieval. For example, while having your them recite the list of provinces/territories and their capital cities, throw a baseball with them.

Retrieval. Storage of information in memory is also enhanced by the retrieval of it. That is, students should practice retrieving what they have learned through practice tests. Engage the child by having them come up with the questions to be asked (i.e., constructing and completing self-tests). This process will also help parents to see what the child has focused their learning on and where the gaps in knowledge may be. Sleep. Research suggests that the best way to consolidate information into memory is to sleep! As soon as the child has completed studying, they should go to bed and not allow other things such as playing a game, watching television, listening to music or texting a friend to interfere with this storage process. Upon awakening, the child should do a quick review of what was learned the night before. Parents can encourage this practice by doing a quick rote drill over the breakfast table or during the car ride to school. It is important to keep in mind that there are some children who have significant memory deficits or other difficulties that interfere with memory (e.g., weak attention controls) who will experience ongoing memory struggles despite these recommendations. Strategies such as breaks, working at a slower pace, and the use of memory aids (e.g., calculator, thesaurus, notes) will assist here. Often, students with memory problems will do better on tests that require recognition (i.e., multiple choice) rather than recall of information (i.e., writing an essay). If this is still difficult, alternative methods of assessment may be used to allow the child to show their knowledge such as completing a project.

It is also important for children to become aware of their memory strengths and weaknesses. This is known as metamemory. For example, knowing that they struggle with auditory/verbal memory but does well with visual memory will enable a student to develop strategies to assist in remembering information that they hear through verbal means. That is, they may choose to use serial chains and diagrams to help in remembering events and procedures (e.g., timeline to remember aspects of World War II) rather than a rhyme or mnemonic. Students should be engaged to figure out which strategy they will use to remember information to ensure they are studying intentionally, rather than passively. By using these strategies, from rehearsal to elaboration to self-testing, children will be actively engaged in their learning and hopefully storing the information for later retrieval. As noted above, memory is like a muscle that needs to be continually exercised. Nobody has a perfect memory. Yet, similar to the Olympic athletes who practice their sport continuously until their bodies can rely on kinesthetic memory to complete their skills automatically, we can assist children in developing the tools to allow them to store and retrieve information in a more automatic manner so that they can best demonstrate what they learn. Foothills Academy in Calgary (745 37 Street NW) is a designated special education private school for students in Grades 3 to 12, all of whom have diagnosed learning disabilities. Foothills Academy works to ensure that all their students reach their true potential and become the outstanding and successful young people whom they deserve to be. For more information, visit foothillsacademy.org. CCM

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fall education & program planner

Additional strategies Elaborate. To further support the consolidation of material to be stored in long-term memory, parents can have their children elaborate on what they have learned in the classroom. Elaboration and application of what they have learned can often be easily incorporated into daily activities. For example, during the car ride home from school or over the dinner table, children can share and reflect on what they have learned. Parents can ask questions to help their child activate prior knowledge and further their understanding of the subject (e.g., how does that relate to what you’ve already learned in social studies class? What more do you want to know about this?). Discuss when the new information may be important in real life to put it into a broader context for the child. Having a better understanding of the information and why it is relevant enhances the ability to remember it and to subsequently retrieve it. In addition, through elaboration, more active learning occurs (rather than superficial learning) which assists in transferring the newly learned information from short-term memory to long-term memory storage. Learn together. It is not uncommon for parents to feel daunted by the information their child is learning. If the subject is something you are unfamiliar with, have your child teach it to you. Then, learn more about it together (e.g., through research). Modeling is a great way to teach both memory strategies and general learning strategies, so show your child how you learn and remember new information.

fall education & program planner

encouraging boys to dance How to create a supportive environment for your son to thrive By Stacie Gaetz Despite an increase in male dancers in the media and popular television, boys who choose dance as a favorite activity are still subject to difficult questions and derogatory names. Dance in all of its forms is often marketed as “for girls” when it comes time for parents to choose an extracurricular for their kids, so boys who are interested in it can face bullying or barriers to participation from both children and adults. This can be extremely isolating and result in decreased self-confidence. How can parents help their boys overcome this bias and thrive in dance? Find the right dance studio Some dance studios offer boys only classes or go above and beyond to welcome boys to their dance classes. Make sure to ask questions about how many other boys are in the class, what steps the dance instructor takes to help boys feel welcome, if there are any male instructors available and what options are available at higher levels for boys through the studio. Susan Laing, the owner of Airdrie Dance Academy, says she has witnessed the struggles boys in dance can face since her now-grown son started dancing at age three. She created a ‘boys only’ class for her students in 2004 when her then ten-year-old son asked if he could dance with other boys. “Many boys who signed up were brothers of current dancers,” says Susan, who has owned the dance academy for 30 years. “They saw their sisters onstage at the recital and wanted a chance to experience that joy.” She adds that she has taught hundreds of boys over the past 18 years, and has a male dance instructor assistant who is able to build deep connections with the dancers. “The exercise, challenge, musicality, technique and teamwork are all things the boys look forward to in their classes,” says Susan. “Many of the boys I teach add other classes like musical theater, jazz, ballet, contemporary and tap to their schedules. Once they feel the joy of dance, they can't get enough!” Susan adds that she is working with a number of other instructors to create their own boys’ only programs to open up the world of dance to all children who want to participate.

“Our boys only group this year was the top in their competition level [at the Danceworks/Central Alberta Dance Festivals competition],” Susan says. “The stigma of boys in dance has changed over the years and programs like mine help those kids experience the joy of dance!” Find marvelous mentorship The ability to see and speak to an adult or older teen thriving in their chosen sport can make all the difference to an enthusiastic beginner in any sport – and dance is no exception! It can be extremely beneficial for boys who love to dance to know that they are not alone and speak with men who have found success and happiness in the profession. Another program that is working to create community, abolish social pressure and provide opportunities for aspiring male dancers is the Böys who Dance campaign. The campaign, which was created in 2011, allows boys to be mentored one-on-one by the professional male dancers of Canada’s Ballet Jörgen (CBJ). Mentees are matched with one of CBJ’s male dancers and meet virtually once a week. CBJ dancer and mentor, Callum McGregor, says many boys who dance struggle to fit in as society doesn’t see male dancers as ‘normal.’ “Boys training to dance or dancing for fun face judgment, usually because it’s seen as something [hyper-feminine] and not something that men should do,” he adds. “I see a lot of boys face bullying due to this, and it’s a cycle that seems to repeat itself over and over again. I have faced these issues, and yet boys who are five to ten years younger than me still are struggling with bullying and being victims of people’s ignorance.” The Böys who Dance program has five mentors and is mentoring 11 young men between the ages of nine and 17. Create and encourage a supportive environment As parents, it’s our job to remain open-minded and unfailingly positive about whatever sports and activities our children want to pursue. Speak to grandparents, family members and friends and make sure they all understand that any negative comments or teasing will not be tolerated.

Remind any hesitant adults that their discomfort or bias against boys in dance is not based in reality. Ask them how they would feel if you had a daughter who chose to pursue football or hockey – would they have the same reaction? Why or why not? Why is it considered brave and impressive for a girl to attempt a sport which was traditionally limited to boys, but shameful for a boy to pursue an artistic sport like dance? Through support from parents, peers, teachers and mentors, boys develop more self-confidence and are better equipped to overcome bullying. In turn, they are encouraged to model these positive behaviors and become role models themselves. Where possible, help your son make friends with other boys in the sport and encourage a healthy atmosphere of cooperation and teamwork where everyone can feel welcome and uplifted. It is estimated that about 80 percent of dancers in Canada are female, leaving roughly 20 percent of those dedicated to the art identifying as male. “Boys learn from role models to gain and own their self-confidence so they can have more power over bullying,” says Elise Tigges, community programs lead for CBJ. “We want to do better as a society to show boys in dance that they can overcome negative comments and bullying and strive to be the best they can be. Let’s get our boys dancing because dance is for all.” CCM

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ANIMALS & NATURE CALGARY REPTILE PARTIES Phone: 403-457-2202 Email: reptile.party@hotmail.com Website: calgaryreptileparties.com SILVER HAVEN EQUESTRIAN Phone: 403-483-6778 (Holly); 403-801-6887 (Jeremy) Email: info@silverhaveneq.com Website: silverhaveneq.com YYC NATURE & EDUCATION CENTRE Phone: 403-457-2202 Email: yycnaturecentre@gmail.com Website: yycnaturecentre.com

ART ALIKI’S ART HOUSE Phone: 403-667-7020 Email: info@alikisarthouse.com Website: alikisarthouse.com VIN GOGH PAINT SIP STUDIO Phone: 403-475-4644 Email: info@vingogh.ca Website: vingogh.ca

CULINARY ARTS CUISINE ET CHÂTEAU’S KID’S COOKING CAMPS Website: cuisineandchateau.com NINI’S COOKING CLASS Phone: 403-966-3604 Email: nini@niniscookingclass.ca Website: niniscookingclass.ca

MUSIC CALGARY CHILDREN’S CHOIR Phone: 403-210-3499 Email: info@calgarychildrenschoir.com Website: calgarychildrenschoir.com CANTARÉ CHILDREN’S CHOIR: KODÁLY MUSIC EXPLORERS Phone: 403-685-1132 Email: cantare.catherine@shaw.ca Website: cantarechildrenschoir.org CALGARY GIRLS CHOIR (CGC) Phone: 403-686-7444 Email: office@calgarygirlschoir.com Website: calgarygirlschoir.com Class & program directory – Continued on next page

ACCEPTING APPLICATIONS FOR 2023-2024 FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 13

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KEYBOARD ACADEMY OF MUSIC

fall education & program planner

Class & program directory– Continued from previous page

CHINOOK SCHOOL OF MUSIC MUSIC KIDS Phone: 403-246-8446 Email: info@chinookschoolofmusic.com Website: chinookschoolofmusic.com KEYBOARD ACADEMY OF MUSIC B - 8411 Elbow Drive SW Phone: 403-255-0010 203 - 4803 Centre Street NW Phone: 403-277-2987 Website: keyboardacademy.ca KODÁLY MUSIC EXPLORERS - CANTARÉ CHILDREN’S CHOIR Phone: 403-685-1132 Email: catherine@cantarechildrenschoir.org Website: cantarechildrenschoir.org LISA GRAHAM MUSIC Phone: 403-862-9232 Email: lisa@lisagraham.ca Website: lisagraham.ca LONG & MCQUADE MUSIC LESSONS CENTRES Email: calgarychinooklessons@long-mcquade.com Website: long-mcquade.com/lessons/Alberta/Calgary Email: calgaryeastlessons@long-mcquade.com

Website: long-mcquade.com/lessons/Alberta/Calgary_East Email: calgaryroyalvistalessons@long-mcquade.com Website: long-mcquade.com/lessons/Alberta/Calgary_North

COUNTERPOINT DANCE ACADEMY MARDA LOOP Website: counterpointdancemarda.com

SCHOOL OF ROCK Two locations Phone (SE): 403-460-7625 Email: calgarysouth@schoolofrock.com Phone (SW): 587-535-7625 Email: calgary@schoolofrock.com Website: schoolofrock.com

CREATIVE EXPRESSION DANCE ACADEMY Website: creative-expression.ca

YOUTH SINGERS OF CALGARY KIDS & MUSIC Phone: 403-234-9549 Email: yscadmin@youthsingers.org Website: youthsingers.org

PERFORMING ARTS CALGARY YOUNG PEOPLE’S THEATRE Phone: 403-242-7118, Ext. 1 Email: cypt@cypt.ca Website: cypt.ca CANTARÉ CHILDREN’S CHOIR Phone: 403-685-1132 Email: catherine@cantarechildrenschoir.org Website: cantarechildrenschoir.org

FREE HOUSE DANCE PLUS LTD Phone: 403-282-0555 Email: fhdp@telusplanet.net Website: freehousedance.com H/W SCHOOL OF BALLET Phone: 403-474-0818 Email: info@hwballet.com Website: hwballet.com TRICKSTER THEATRE Phone: 403-288-9393 Email: info@trickstertheatre.com Website: trickstertheatre.com YOUTH SINGERS OF CALGARY Phone: 403-234-9549 Email: yscadmin@youthsingers.org Website: youthsingers.org

Leading the Way for Students with Learning Disabilities Foothills Academy school provides targeted supports in literacy, numeracy, and executive functioning for students with Learning Disabilities, such as Dyslexia, while also covering the full Alberta Education curriculum in small classes and a supportive environment.

Fall 2022 - Limited openings for Grades 3, 11 & 12 For students diagnosed with a Learning Disability entering grades 3 to 12. Bursaries are available. Please inquire to see if your family might qualify. 14 • Find us on

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GLENMORE GYMNASTICS CLUB 6404 6A Street SE Phone: 403-251-3469 Email: info@glenmoregymnastics.ca Website: glenmoregymnastics.ca GREEN FOOLS CIRCUS & AERIAL CLASSES Website: greenfools.com/kids-classes MASTER RIM’S TAEKWONDO Phone (SW): 403-460-2472 Phone (NW): 587-535-6560 Email: info@masterrim.com Website: masterrim.com MNP COMMUNITY & SPORT CENTRE (FORMERLY REPSOL SPORTS CENTRE) Phone: 403-233-8393 Email: info@mnpcentre.com Website: mnpcentre.com

SPORTS & RECREATION CALGARY AQUABELLES Phone: 403-209-2941 Email: info@aquabelles.com Website: aquabelles.com We provide superior programs and expertise in the sport of Artistic (Synchronized) Swimming; developing well-rounded, confident individuals to achieve their full potential. CHAMPION’S CREED MARTIAL ARTS Website: championscreed.ca CITY OF CALGARY RECREATION Various Locations Website: calgary.ca/register Phone: 403-268-3800 It’s time to get out and have fun! With a variety of affordable programs available, you’re sure to find a fit for every family member. Explore our day camps and new activities, make friends, and develop new skills and interests in a safe, non-competitive environment. Choose from sailing, sports, swimming, fitness and strength, visual arts, golf, and more! Register at calgary. ca/register.

PAPERNY FAMILY JCC Website: calgaryjcc.com RHYTHMIC GYMNASTICS ALBERTA Website: rgalberta.com ROCKY MOUNTAIN DIVING CLUB Phone: 587-997-5756 Email: rockymountaindiving.info@gmail.com Website: rockymountaindiving.ca WINSPORT Phone: 403-247-5452 Email: info@winsport.ca Website: winsport.ca WYMBIN Phone: 403-452-2549 Email: carole@wymbin.com Website: wymbin.com YMCA CALGARY Email: info@ymcacalgary.org Website: ymcacalgary.org Please research carefully and choose the company that meets your family’s needs best. CCM

FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 15

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Alternative Education Options in Calgary Allison Percival BA, B.Ed. Although you may know that a mainstream public program just isn’t right for your child, it can be difficult to know where to turn to find the perfect fit. Whether you’re looking for something for your theatre kid, want a more faith-based learning community, or need a school which will keep your gifted child interested, Calgary has options for every child and for every family. n Bilingual, Immersion, and Language Programs Calgary is home to a wide variety of program options for parents who wish to expose their children to one or more non-English languages during the regular school day. Bilingual programs offer an approximately 50 percent instructional time between English and the second language; immersion programs offer between 50 percent and 100 per cent instruction in the second language. Language and culture programs offer both language and cultural instruction. Offered through the Calgary Board of Education: • Chinese/Mandarin Bilingual Program (Kindergarten to Grade 9) • Early French Immersion Program (Kindergarten to Grade 12)

• • •

Late French Immersion Program (Grades 7 to 12) German Bilingual Program (Kindergarten to Grade 6) Spanish Bilingual Program (Kindergarten to Grade 12)

Offered through the Calgary Catholic School District: • Filipino Language and Culture (Grades 10 to 12) • Italian Language and Culture (Kindergarten to Grade 12) French Immersion (Kindergarten to Grade 9) • Extended French (Grades 10 to 12) Continuing • French classes for students who have completed French Immersion • Spanish Bilingual (Kindergarten to Grade 12) Offered Privately/Charter: • Calgary French & International School (Kindergarten to Grade 12) French immersion program. • Lycée international de Calgary (Kindergarten to Grade 12) French/English bilingual program including both Alberta Education and French Ministry of Education curricula. • Almadina Language Charter Academy (Kindergarten to Grade 9) Offers French, Arabic, and Urdu instruction.

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n Fine Arts Programs Many schools in Calgary offer additional resources, school time, and programming to suit students with an exceptional interest in the fine arts (music, dance, drama, etc.) or offer unique courses or extracurriculars. More of the school’s budget may be devoted to workshops, school trips, and/or school-wide artistic projects, or extra fees may be required from parents to allow for this. Offered through the Calgary Board of Education: • Arts-Centered Learning Program (Grades 5 to 12) Offered through the Calgary Catholic School District: • Bishop Grandin Marching Band (Grades 10 to 12) Fine Arts Program (Kindergarten to Grade 9) •

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n Gender-Segregated Programs There are several gender-segregated program choices available in Calgary for parents who feel a singlegender environment is right for their children. Boysonly programs often employ a more active, hands-on learning approach with added emphasis on personal responsibility; girls-only programs tend to focus on community- and group-based learning, with an emphasis on women’s studies, female achievement, and leadership. Offered through the Calgary Board of Education: • Alice Jamieson Girls’ Academy (Grades 4 to 9) Sir James Lougheed All Boys Program • (Kindergarten to Grade 6) Offered through the Calgary Catholic School District: • Sacred Heart Single Gender Program (Kindergarten to Grade 6) Boys and girls are segregated during classes; recess, lunch hour, etc. are integrated. Offered Privately/Charter: • Calgary Girls’ School (Grades 4 to 9) • North Point School for Boys (Kindergarten to Grade 9) • North Point School for Girls (Grade 4 to 9) n Gifted Programs Gifted programs are specifically designed to assist children with exceptional academic performance, learning rate, depth of knowledge and reasoning compared with other children their age. This is usually determined by a psychological assessment. Gifted programs are tailored to provide challenging, openended learning experiences which allow gifted children to explore their potential. Offered through the Calgary Board of Education: • GATE Program (Grades 4 to 12) Offered through the Calgary Catholic School District: • Congregated Gifted Program (Grades 7 to 9) Offered Privately/Charter: • Westmount Charter School (Kindergarten to Grade 12)

n Montessori Programs The Montessori Method is a child-centered educational approach which employs mixed-age classrooms, student choice of activity, uninterrupted blocks of focused work time, ‘discovery-based’ education (rather than direct instruction), freedom of movement, and exploratory learning. Montessori is a popular style of education for younger children, but requires a great deal of selfmotivation at higher grade levels. Due to the unique nature of Montessori education, it can be difficult for children to transition from or to regular programming. Offered through the Calgary Board of Education: Montessori Program (Kindergarten to Grade 6). • Kindergarten to Grade 2 entry only, unless the student has previous Montessori experience. Offered Privately/Charter: • Grey Matter Montessori (Kindergarten) • Mosaic Montessori Academy (Kindergarten) • Montessori School of Calgary (Kindergarten to Grade 6) • Maria Montessori Education Centre (Kindergarten to Grade 9) • River Valley School (Kindergarten to Grade 6) • Montessori Alberta (Kindergarten) Montessori Learning Centre (Kindergarten) • • Montessori Children’s House Academy (Kindergarten) Calgary Montessori School (Kindergarten to Grade 6) • n Nature/Forest School Programs Nature-based, outdoor-focused programs are relative newcomers to education in Calgary. These programs are currently available as extracurricular/camp options, as curriculum enhancements for homeschoolers, for preschoolers and (recently) at the Kindergarten level, but we expect these programs to become available at more grade levels over time. These programs place a special focus on interacting with the natural environment and usually reflect Reggio, Montessori or Steiner-based educational philosophies about interest-based exploration, knowledge and understanding of the natural world, free play and reduced interaction with screens and technology. Offered Privately/Charter: Calgary Changemaker School (Kindergarten to • Grade 8) • Calgary Nature Kindergarten (Kindergarten) Alternative education options – Continued on next page

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FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 17

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Offered Privately/Charter: • Calgary Arts Academy (Kindergarten to Grade 9)

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Alternative education options – Continued from previous page

•

Offered through the Calgary Board of Education: • National Sport School (Grades 9 to 12)

Paramount Academy/Aspen Hill Montessori Enhanced Kindergarten (Kindergarten)

n Religious Programs Calgary has many schools which offer religious education and observance as an integral part of their programming. Often, these schools will have academic time set aside for formal religious instruction. They may have additional codes of student conduct in accordance with their religious affiliation. Many religious schools offer tours, Open Houses, and meetings with faculty so you can be sure their outlook and philosophy matches your family’s faith tradition. Offered through the Calgary Catholic School District: • All students are educated in the Catholic faith and religious traditions from Kindergarten to Grade 12, including school celebrations and participation in Catholic Church services. Offered Privately/Charter: • Calgary Jewish Academy (Kindergarten to Grade 9) Halpern Akiva Academy (Kindergarten to Grade 9) • • Calgary Islamic Schools (Kindergarten to Grade 12) Horizon Leadership Academy (Kindergarten to • Grade 9) • Khalsa School Calgary (Kindergarten to Grade 9) Gobind Sarvar School (Kindergarten to Grade 5) • • Glenmore Christian Academy (Kindergarten to Grade 9) • Heritage Christian Academy (Kindergarten to Grade 12) • Bearspaw Christian School (Kindergarten to Grade 12) • Calgary Christian School (Kindergarten to Grade 12) • Clear Water Academy (Kindergarten to Grade 12) • Trinity Christian School (Kindergarten to Grade 9) • Menno Simons Christian School (Kindergarten to Grade 9) n Science and STEM-focused Programs Some schools in Calgary offer additional resources, school time, and programming to suit students with an exceptional interest in the STEM field (science, technology, engineering, and math) or offer unique courses or extracurriculars. More of the school’s budget may be devoted to field studies, school trips, and/ or school-wide inquiry projects, or extra fees may be required from parents to allow for this. Offered through the Calgary Board of Education: • Science Program (Kindergarten to Grade 9)

Offered through the Calgary Catholic School District: • Hockey Canada Skills Academy (Grades 4 to 12) Offered Privately/Charter: • Edge School for Athletes (Kindergarten to Grade 12)

Offered Privately/Charter: • Connect Charter School (Grades 4 to 9) • STEM Innovation Academy (Grades 7 to 12) n Self-Directed/Personalized Learning Self-directed learning is a broad category featuring learner-focused, individualized programs which meet each student at their own level. Often, self-directed programs take place in a multi-age setting. They require self-motivation and discipline, but also allow for openended projects and student-led exploration, which can result in a much greater depth of understanding. Offered through the Calgary Catholic School District: • Bishop Carroll High School (Grades 10 to 12) Offered Privately/Charter: • Summit West Independent School (Kindergarten to Grade 12) • Banbury Crossroads School (Kindergarten to Grade 12) • Renert School (Grade 1 to 12) n Sports Programs Sports programs are designed specifically to support high-level athletes who would not otherwise be successful in their academic endeavors due to insufficient time for school or who wish to devote a greater percentage of their time to the development of skills in their chosen sport. Many sports programs provide one-on-one mentorship, sports psychologists, and other adaptations to ensure academic and professional success for young athletes.

n Traditional and Preparatory Education Programs There are several school options in Calgary, which focus on sequential, whole-group instruction with traditional and rigorous approaches to math and literacy instruction. Academic achievement and university preparation is emphasized. Traditional programs often feature uniforms, a focus on discipline and structure, community involvement and volunteerism, and sometimes allow for students to be grouped by achievement rather than age. Offered through the Calgary Board of Education: TLC Program (Traditional Learning Centre) • (Kindergarten to Grade 9) Offered Privately/Charter: • Foundations for the Future (Kindergarten to Grade 9) • Rundle College (Kindergarten to Grade 12) Delta West Academy (Kindergarten to Grade 12) • • West Island College (Grades 7 to 12) • Strathcona-Tweedsmuir (Kindergarten to Grade 12) • Webber Academy (Kindergarten to Grade 12) • Clear Water Academy (Kindergarten to Grade 12) • Master’s Academy & College (Kindergarten to Grade 12) n Waldorf/Steiner Programs Waldorf education focuses on imaginative and holistic instruction which emphasizes age-appropriate learning. Some unique features of Waldorf education include a lack of technology in the classroom, frequent celebrations of traditional Germanic folklore, storytelling, artistic and creativity-focused classroom learning, and a strong connection to the natural world. Offered Privately/Charter: • Calgary Waldorf School (Kindergarten to Grade 9)

This is a non-exhaustive list of program options. Thoroughly research your options before making a final decision. CCM

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10 tips for keeping your kids safe online How to steer clear of digital danger By James Smith

As a social media specialist during the day (and into many evenings), I often get asked if I’m going to let my daughter go on social media when she’s older. To be honest, I don’t think there’s any avoiding it. From the easily moderate-able Facebook, to ‘dark social’ like Whatsapp and Kik, there are new challenges facing parents when keeping their kids safe online. The Children’s Online Privacy Protection Act (COPPA) actually prohibits children under 13 using social media, but this is often ignored by curious young minds with computer time. While it’ll be a few years (hopefully) for my family before the baby is chatting on the internet to complete strangers, here’s a few tips for your family for right now: 1.

Have an open talk with your family about what and who is online. Try and make them comfortable bringing things to your attention, whether it’s something they’ve found on YouTube, or someone’s being weird in a chat room. Keep some passwords to yourself. Don’t leave the app store logged in, complete with your credit card. Mobile games make it really easy (and very tempting) to upgrade to a new level, or to unlock features by buying credits or gold. These will cost you money. Online content is available for anyone to see. Make sure that, even if someone is pressuring them to take photos of themselves, or to write something compromising, it will be available for everyone to see. Even in Snapchat, the recipient can take a screenshot and show other people.

Check the privacy settings. You can adjust your internet browser in the options menu. This protects from both viruses but in some cases, adult content.

Programs like Net Nanny. Parental control programs give a pretty substantial amount of protection across Android, iOS, Mac and Windows devices.

“The line between things you say online and real-life conversations is blurry at best.” 6.

You pay the bills, you set the rules. The amount of ‘screen time’ is up to you to manage, but you could make a contract where the kids and parents decide together what’s fair and what should happen if they’re approached by a stranger online.

Show how to make strong passwords. If your account is hacked, your photos, even the ones you took but didn’t post, and private data is all gone, and worse still, you can get locked out while they post on your behalf.

Put the computer in a central location. This should give you a direct line of sight to the screen and to keep a general eye on what’s going on.

Teach them about online reputation. The line between things you say online and real-life conversations is blurry at best. Be careful about how they represent themselves in such a public way.

10. Lead by example. Get to know the networks and understand the available settings. Show the benefits of having a respectable online presence and that you’re willing to talk about what you’ve found online. The internet and social media are incredible tools for sharing news, opinions, random cat photos and talking to new and interesting people. I think that it’s going to be a staple part of our lives, even more so, in the future. So let’s teach our next generation how to make the best of it, and how to steer clear of the dangers.

Because Parenting is 24/7 We bring you all the information you need to make life run just a little more smoothly.

Find us at www.calgaryschild.com and visit us on Facebook, Twitter & Pinterest.

James is a busy dad and creator of SocialDad.ca. He lives in North Vancouver, BC and tries to spend as much time outdoors as possible. CCM

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Keeping up in school can be hard if eye problems go undetected. Eye See…Eye Learn™ provides an eye exam and free glasses, if needed, for kindergarten-aged kids. Visit EyesOnKindergarten.ca to learn more.

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A dandelion story: Calgary Reads creates a bright future for young readers Provided by Calgary Reads At a time when children need help learning to read more than ever because of the pandemic, Calgary Reads is scaling up by spreading its early literacy mission across the city: Several community partners will carry on its critical early literacy work and raise the next generation of readers. After forming 22 years ago with a one-to-one volunteer tutor program for struggling young readers, Calgary Reads has bravely incubated a variety of initiatives to enhance the reading lives of children and families, including wee read, Little Red Reading House, community reading places, a Book Bank, LENA Start, a program that supports parent-infant interaction to improve literacy outcomes, and more.

“This June, Calgary Reads will release its initiatives and resources to several ‘dandelion seed partners,’ organizations that will carry these ‘seeds’ far and wide.” “These are all the ‘dandelion seeds’ we’ve planted to help nurture joyful, confident readers and inspire a love of reading in the home,” says Steacy Pinney, Calgary Reads founder and CEO. “We’ve been this ‘little organization that could’ fueled by a community of passionate supporters, but there are still so many children who need help, and we believe every child has a right to read.” It was with this desire to better serve children, especially children furthest from opportunity, that Calgary Reads recognized an opportunity to grow its reach and the reading revolution. This June, Calgary

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Reads will release its initiatives and resources to several ‘dandelion seed partners,’ organizations that will carry these ‘seeds’ far and wide – reaching many more children and giving them a bright start in school and in life. “We are excited and hopeful about the future we are creating – one in which strong organizations with greater capacity, reach and resources can give these impactful programs the attention they deserve and get more children the help they need,” says Monica Mochoruk, Calgary Reads board chair. Calgary Reads is a vibrant and beloved brand wellknown for its eclectic windowfront in the Kahanoff Centre, the whimsical Little Red Reading House in Inglewood and the Big Book Sale, among many other events that have helped Calgarians experience the joy of reading. “We really are proud of all we’ve accomplished in the last 22 years,” says Steacy. “We’ve brought to Calgary an incredible and innovative array of evidence-based early literacy resources, some of the most unique in Canada. It is bittersweet that Calgary Reads as we know it will no longer be, but our legacy and impact will live on for generations. This, truly, is the best outcome for our community.” Steacy looks forward to new ways of advocating for early literacy, and all other team members will have a role with the partners. While Calgary Reads’ charitable status is expected to formally dissolve by the fall, the story only continues. Calgarians can continue accessing early literacy offerings through each of the seven dandelion partners in the coming months, and for many years to come. “Helping children learn to read by Grade 3 is an enormous, critical undertaking – one that needs to be shouldered by all of us,” says Steacy. “We encourage everyone to keep the reading revolution alive by supporting our partners with books, donations and time.” With the help of a passionate community and many volunteers, Calgary Reads has equipped communities with the books, knowledge and inspiration they need to support every child reading by Grade 3. Since 2000, we’ve led a variety of initiatives to enhance the reading lives of children and families, including our Book Bank, Little Red Reading House, wee read, LENA Start, a program that supports parent-infant interaction to improve literacy outcomes, and many more. Learn more about our movement at Calgaryreads.com and LittleRedReading.House. CCM

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By Jan Archibald, The Alberta Association of Optometrists It’s something Calgary Optometrist, Dr. Tamara Maillot Delong, will never forget. “He was eight years old and I found a significant tear in the retina,” she says of one of her young patients. He couldn’t tell her when his vision changed, but she could tell it wasn’t recent, and because the retina feels no pain he would not have complained. “He said he thought that was how everyone saw, which is why an annual eye exam is so important. The tear could have been identified and treated much earlier.” While children may not know they have a vision issue, it’s also not uncommon for parents to believe they would know if their child had a vision problem. However, these issues can be hard to spot, particularly if there is a problem in only one of the eyes. Children are great at compensating and find ways to hide the fact that one eye is doing most of the work and the other eye is not functioning. “Fortunately, more school boards are realizing an eye exam is important for children to excel in school. I’m seeing more children whose parents have been told by a teacher to have their child’s vision checked,” says Dr. Maillot Delong. “I’m also seeing teachers and parents looking to an eye exam first before assuming there is a behavioral or learning issue.”

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Let’s face it. If a child can’t see what everyone else is looking at, they are not going to be engaged and this can result in restless behavior and poor school performance. What we know is that 80 percent of learning is visual for a child, and one in four school-aged children has a vision problem. Early intervention is very important, as the success rate of correcting certain vision issues diminishes or disappears entirely after the age of eight.

According to Dr. Maillot Delong, things parents can watch for include headaches or irritability, avoiding near or distance work, covering or rubbing their eyes, tilting the head or unusual head posture, using a finger to maintain their place while reading or losing their place while reading, omitting or confusing small words when reading, and performing below their potential. The best way for parents to feel comfortable that their child’s vision is what it should be is through an annual eye exam. The appointments take approximately 30 minutes, are painless, and there is Alberta Health coverage towards children’s eye exams until age 19. For children of Kindergarten-age, there is the Eye See . . . Eye Learn™ program. Through this program, if an eye exam identifies a need for glasses, they are provided free of charge. The Alberta Association of Optometrists recommends the first eye exam between six and nine months, at least one eye exam between the ages of two and five, and annually once in school as the eyes continue to develop. If you don’t have an optometrist, you can easily find one at optometrists.ab.ca/findanoptometrist and entering your postal code.

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ALL FAMILIES ARE ENCOURAGED TO INQUIRE. Students born outside of Canada will need to first schedule an appointment at the St. John Reception Centre by calling 403-500-2007. FALL EDUCATION & PROGRAM PLANNER 2022 • calgaryschild.com • 23

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loose parts play toolkit Bringing back the magic in child’s play By Sarah Reader Loose parts play is an incredible way to spark imagination, promote problem solving, and empower children to take charge of their own play and environments. Loose parts are any materials that can be moved, carried, built and taken apart, lined up stacked together, and tinkered with. Introducing loose parts play for the first time can be a little intimidating if you have no experience with it. This article will help guide you on how to bring loose parts play into your home, school or organization. There have been reported barriers to implementing loose parts play, including from the parents, children and the environment. Some of the parental barriers can include fear of children getting hurt, misunderstanding the difference between risk and hazard, unsure of how to facilitate unstructured play, and fear of being judged by other parents for allowing their children to participate in activities viewed as ‘unsafe’. The children can be unsure of child-led, risky, unstructured play, be unaccustomed to outdoor play, or scheduled in so many structured activities that they don’t have time to engage in free play. Finding a safe place where children can play openly and freely outdoors can seem tricky, but all you really need is a small space and some creative play pieces.

“Finding a safe place where children can play openly and freely outdoors can seem tricky, but all you really need is a small space and some creative play pieces.” If you are looking to do loose parts play in an outdoor space, try to find an environment with some diversity – trees, rocks, stumps, hills, sand – to increase opportunities for play without needing additional equipment. You can also set up loose part play indoors; make sure you have plenty of space to move around, and be mindful that the materials you use don’t damage the space. When collecting materials for your loose parts play, consider what type of play you want to create. Some

items are better used for construction play, like blocks, timber, PVC pipes and tools, and others are best suited for imaginary play like fabric and boxes. All the materials need to be light enough that they can be moved, carried, manipulated and tinkered with by children. Craft supplies, old tires (with help), large spools, natural materials, wood, foam, pots and pans, buckets, rope and tape all make terrific materials. You want to look at the type of materials and time of year as well – cardboard is fantastic but can be extremely slippery on snow, and some metals or black plastic can be hot to the touch in warm weather. Gathering materials can be as easy as going through your own garage or recycling bin or asking your friends and family. To gather more, you can connect with local recycling or junk clearing facilities, furniture making or automotive companies, fabric and craft stores or hardware stores. Most of the synthetic materials used in loose parts play, like buckets, tires and PVC pipes, can be left outdoors with little chance of them being ruined by the elements. More soft materials like fabric and cardboard will need to be stored in an airtight container so they can’t become mildewed with exposed to water, humidity or snow. If you are running loose parts play at a school, are you able to have a potting shed outside, or do you

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have storage space inside? Other loose parts storage options include play boxes, plastic tote bins or more permanent storage options like sea cans. A good practice to get into is sorting through the play materials on a regular basis to make sure that there are no broken or sharp pieces, nothing is rotting from the weather, and the play box hasn’t become a dumping ground for materials not suited for play. You can also rotate out the materials to give more creativity and opportunity for play. If you are unfamiliar with loose parts play, the best thing to do is to just get in and explore. Sort through the

space, pick up pieces and put them down, start stacking or putting things together, start building and creating and see where your imagination takes you. If you are encouraging children to participate in loose parts, you can lead by example; start playing yourself and get the children to help. You can ask them questions like “what do you see?” “What would you like to build?” “What do you think you can create with those pieces?” Allow the children to lead the play and create what they desire; try to avoid telling a child what you think their creations are (i.e., “I like your pirate ship,”) and ask them what they have built. Encourage them to tell you how they came up with the idea, and what their next steps are going to be. Children are exceptionally creative by nature, and they excel in environments where they can control their play, and create to their heart's content. Use the above steps to set up the loose parts playscape and watch the magic happen! Sarah has a Bachelor of Physical Education from the University of Alberta and was the supervisor for The City of Calgary’s Mobile Adventure Playground. As the owner of Playful Adventures (IG: @playfuladventures), she is passionate about bringing back unstructured, loose parts, outdoor play. Reach her at hello@playfuladventures.ca. CCM

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transitions: a love/hate relationship? Four tips to help your child deal with change By Nicole Brayton, B.A., B.Ed., MACP Big or small, planned or unplanned – transitions at any age, for anyone, can either be a welcome surprise or full of anxiety and distress. Transitions can be imposed on us, or proposed by us. Whatever the reason, they are an integral part of life and must be managed appropriately. Many children, no matter what age, struggle with transitions. Often, they are common triggers for a range of emotions that coincide with change. They can be difficult at the best of times, and what might seem like a trivial ask for you may be a monumental request for your child. Have you ever had to ask your children to wrap it up at the park, or to turn off their screens? What about the transition between the end of the school year and summer vacation – or, worse yet, the end of summer and back to the routine of school? If so, you know how hard transitions can be for both you and your child. For parents, it is important to help offset these behaviors by using tools that will promote and encourage success. Not only can mindful transitions help the day run smoothly, but they also can assist in creating order and less ambiguity for your child. Children thrive on predictability and routine. As such when a transition is necessary, wanted or not, it’s best to prepare to help your child move from one phase to the next seamlessly.

Schedules and visuals Both are important tools when there is an upcoming transition. For children of all ages, it’s helpful to make clear what’s coming up and what needs to be done to prepare. Is your child starting school for the first time? Try putting the start date on a calendar so the child can count down the days and so you can ensure you have prepared everything necessary to make a successful transition. Does your child struggle with the freedom of summer and settling into the new school year? Create a schedule the week before school with more structured activities and a set bedtime to help alleviate the shock of getting back into a routine; or, better yet, try maintaining a little bit of a schedule or predictability with school tasks throughout the summer.

“Maintain consistency and follow through with what you have told your child.” We Provide: Sensory breaks Many of us need a bridge between transitions, something that creates calm and allows us to settle into the next task. For some, that might mean painting a picture or doing some quiet play in their room; for others, it might be necessary to do something physical, like getting outside for a walk, or skipping to the car to head to an appointment to expend their energy.

Before I had my own kids, I used transition strategies primarily with my students. As time went on and I became a mom of three, I quickly realized that the tricks I had been using in the classroom also worked in the home as well. Purposeful and intentional work around transitions creates calm. So, how can parents help their kids with transitions? Here are a few tips to help you and yours at any age: Prepare Everyone I know likes advance warning for how long something is going to last. We also like to have an awareness of when a particular activity will come to an end. Children are no different. Give your children as much notice as possible; use timed reminders to tell them when an activity will start and end. Knowledge is powerful. It helps to relieve the ambiguity around the circumstances, while also ensuring that everyone has the same understanding of expectations. This creates more predictability and calm before, during, and after a transition.

Maintain consistency and follow through Finally, and perhaps most importantly, is the need to maintain consistency and follow through with what you have told your child. Too often, parents will ask their child to complete a task (turn off the iPad, empty the dishwasher, read for 30 minutes) and then have difficulty with the follow through. Try not to veer too far off the path you have laid out for your child, and be sure to practice what you preach. Sure, things will come up that are beyond our control. It happens to the best of us. As long as you are consistent with your expectations (the routines you have laid out, the follow through, and the tools you use to support your child), everyone in your household will be better off for it. Whatever the transition, if you stick to these four fundamentals, children from two years of age through to their teen years will thrive both in and out of school, during breaks, and most importantly, when you least expect it! Nicole brings both passion and compassion to her role in helping children, families, and individuals flourish in her current role at Sheldon Psychology. After 20 years of experience in the field of education, Nicole is a recent graduate of Yorkville University with an M.A. in Counselling Psychology and focuses her work on the importance of tailoring treatment and interventions to the needs of the individual to promote growth and change from within. Believing that every individual is unique, Nicole knows that building strong relationships is critical for success and that celebrating every step, big or small, is a priority. She welcomes the opportunity to work with all ages. CCM

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How to explore H2O with your preschooler

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There’s no question that H2O, in all its forms, is fascinating to young children. When given opportunities to explore water and how it feels, tastes and looks, children’s natural curiosity about the world in general increases. I love providing my kids, both at home and school, opportunities to play with water in all of its different shapes. Here are some of our favorite ways to play! Liquid Water in its liquid form is super engaging for preschoolers, and while they play, they are learning so many scientific and mathematical concepts. A water table is one of the easiest ways to provide these opportunities to young children. Through activities like scooping, pouring, transferring, testing, floating and sinking, children are able to develop an understanding of concepts like motion, flow, measurement and buoyancy. You can purchase water tables online or at local department stores, but what’s the simplest way to get this play happening at home? A table with a large, shallow, rubbermaid storage container on top! Add some measuring cups, funnels and small toys, and you have yourself a budget-friendly water play station.

Solid Ice is a wonderfully tactile, sensory experience, providing opportunities to hone in on fine motor skills while learning about the properties of water in both its liquid and solid form. We love making frozen dinosaur eggs with mini figures. Simply fill a balloon with water and a mini plastic dinosaur or other small toy. Tie the balloon and freeze overnight. Remove dino eggs from the balloons and provide droppers, small tools, fabric and other materials and challenge children to free the dino! Another fun way to explore ice is by making frozen paint. Fill ice cube trays half full with tempera or water based acrylic. Top with water. Freeze for a few hours before sticking a popsicle stick in the top. Once they are completely frozen, remove the paint cubes from the trays and have children use them to create beautiful, frosty, masterpieces! Surface Tension Water has a thin, elastic, skin-like property called surface tension. You can see this when you drop a bead of water onto a surface… the surface tension is what holds it together and creates the dome shape. Older children can play with this concept using a penny and

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some small droppers. How many drops of water can you get to stay together before the water spills over? This may seem like a pretty simple challenge, but from experience I can tell you it is highly engaging to students and children! We also love to explore surface tension by playing with giant bubbles. Start by dissolving half a cup of cornstarch into six cups of water. Add a tablespoon of baking powder, half a cup of dawn dish soap and one tablespoon of glycerine. Mix and let rest for one to two hours. Giant bubble wands are available for purchase in toy stores or online. We love these bubbles for hours of entertainment outside in the summer. Basically, a bubble is just air wrapped in soap film, but you can get even more specific and talk to your kids about topics like surface tension, light and elasticity! Absorption Absorption occurs when a material takes in, and holds water (the easiest explanation for your preschooler). Adding different shapes, sizes and colors of sponges to your water play area makes for a unique

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“Water is the ultimate sensory base because it’s readily available, affordable and so engaging for preschoolers!” sensory experience, and an opportunity to explore absorption. Sometimes I prompt my kids with the task of transferring water from one container to another using only sponges. Another super absorbent play material is Orbeez. When combined with water, these little beads swell up to 150 times their size in just a few hours. They create a squishy, slimy base that can be placed in sensory bins or water tables and explored in various ways. Keep in mind that many sensory bases (like water beads) are not edible, so adult supervision is important. Remember, water (like all sensory play) is the perfect opportunity to explore the world together, to connect

with your child, and to promote language development. Take this time to be involved and talk with your child. You might prompt discussions with a questions like, "what do you notice?" "How does it feel?" "Does it remind you of anything?" "Are you being careful when you pour the water?" Can you tell a story using the materials? Sensory play contributes to your child’s development, strengthening motor skills, cognitive functioning, language, socialization, mathematical understanding and imagination. It builds nerve connections in the brain’s pathways, leading your child to be able to complete more complex learning tasks in the future. In my opinion, water is the ultimate sensory base because it’s readily available, affordable and so engaging for preschoolers! For more water play activities, follow Ashley on Facebook and Instagram @teachthemlittle. Ashley Frampton is a mom of three, Early Childhood Educator, and Elementary Teacher. She has a Master’s Degree (Instructional Leadership) from the University of Calgary and loves inspiring families, educators, and caregivers to help their children learn at home and school. CCM

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in the city & near the city!

WHCA & CHESTERMERE Fun in the

SUN

ALL. SUMMER. LONG. swim option available

Book

TODAY

summitsummer.ca

YOUR ONE-STOP HUB FOR ALL THINGS LEARNING Whether your child is going back to school or just starting their ABCs, find tons of fun and FREE tools for learning success at the Library: • Kindergarten Book Bags for new learners • eResources for every subject • Animated storybooks for learning to read • Programs to support caregivers • Tutorials for simple crafts and experiments And so much more! Visit us in-person or online at calgarylibrary.ca/back-to-school

2022 Education & Program Planner

Articles inside

The wonders of water

Transitions: A love/hate relationship?

Encouraging boys to dance

What if your child doesn’t “tick all the boxes” for Kindergarten?