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ISSUE 82|january 2018| AED 15 ISSUE 83 | FEBRUARY 2018 | AED 15

ISSUE 82|january 2018| AED 15

«WIN« AED

5,000

OF PRIZES

WHAT’S ON IN FEBRUARY?

TEACHING YOUR CHILD ABOUT STRANGERS REAL LIFE – BABY OMAR’S STORY

PREPARING YOUR CHILD FOR SCHOOL

FEATURED TEACHERS & PRINCIPALS FOOD FOR

THOUGHT

NUTRITION FOR PERFORMANCE

A PASSION FOR

LEARNING! Supported by:

Supported by:


EDITORIAL

Managing Editor: Michael Jabri-Pickett mjp@cpimediagroup.com Editor: Kay Marham kay.marham@cpimediagroup.com Online Editor: Emma Hodgson emma.hodgson@cpimediagroup.com

EDITOR’S LETTER G

ood parents are at the top of my list of heroes. You are super-smart. When dealing with children, your creativity levels get ever more sharper, your nutritional awareness gets a big shot in the arm week-byweek and your problem-solving skills become more acute by the day. The UAE is on a mission to build into an economic powerhouse on a global level, but I think it is our parents and teachers that are the unsung heroes that are underpinning our future success.

ADVERTISING

Sales Director: Michael Phillips Sales Manager: Mathew Tharakan Sales Manager: Vanessa Linney mbc.sales@cpimediagroup.com

MARKETING

Isabelle Mills marketing@cpimediagroup.com

DISTRIBUTION & SUBSCRIPTIONS Rajeesh Nair rajeesh.nair@cpimediagroup.com

DESIGN

Sarah Radwan

ONLINE

Ramir Toyado

PHOTOGRAPHY Maksym Poriechkin

FOR OTHER ENQUIRIES, PLEASE VISIT: motherbabychild.com

In this issue, not only are there are some great quotes on parenting on page 24 that sum up many aspects of being a parent, but we have a strong focus on education, as well as lots of advice on the healthy development of your child. This is the first edition of the newly-revamped Mother, Baby & Child platforms. We have re-designed the magazine with a clean look and increased the number of articles. Going forward, we want to involve you much more in the magazine, so be sure to check out page 6 to see how you can get more involved! 

Happy Reading

K

FOUNDER

Dominic De Sousa (1959 - 2015) PRINTED BY

Emirates Printing Press LLC, Dubai

EDITOR’S PICKS

PUBLISHED BY

Head Office:

Media City, Building 4, Office G-08 Dubai, United Arab Emirates, PO Box 13700 Tel: +971 4 440 9100 Fax: +971 4 447 2409 Email: info@cpimediagroup.com Publication licensed by Dubai Production City, DCCA © Copyright 2018 CPI Media Group FZLLC. All rights reserved. While the publishers have made every effort to ensure the accuracy of all information in this magazine, they will not be held responsible for any errors therein.

cpimediagroup.com

OKAIDI OBAIBI

ICONIC MOTHER, BABY & CHILD | FEBRUARY 2018 | 03


CONTENTS

62

72

Baby’s Closet & Mini Style Stars

THINGS TO DO

10 Mother & Baby The latest news on groups you can join, baby-friendly activities for little ones, fun days and events you can enjoy - not just with the smallest, but all the family. 14 Toddler & Child Explore what is happening this month - both indoor and outdoor activities for toddlers and preschoolers. 18 Older Child & Tweens Child-friendly brunches, fun days and more, this is our monthly kid’s calendar and round-up of what’s happening to keep your children’s lives fun-filled.

PA R E N T I N G

28 How to Talk to Kids About Stranger Danger

A licensed psychologist guides parents on how to communicate the dangers of talking to strangers without scaring their children.

Competitions

32

GOOD LIVING

Are You Overreacting?

24 Our Favourite Parenting Quotes This Month 26 Preparing your Toddler to Start School 34 The Effects of Computers on Kids

E D U C AT I O N

40 Mindfulness in Education Starts at Home

Education is not just a process that happens at school. As a parent, you can help equip your child with ‘mindfulness’ techniques. 44 Featured Principal 46 Ask the Expert 48 Teacher Profiles 50 Letter from the Principal

04 | FEBRUARY 2018 | MOTHER, BABY & CHILD

54 Using Music to Help Child Development

Introducing children to music early helps them to speak more clearly and strengthen their social skills. We talk to an expert to find out more. 56 The Power of Family Mealtimes 60 Food for Thought: Nutrition for Performance

H E A LT H

66 Little Heroes: Baby Omar’s Story

This is the story of gorgeous Emirati baby, Omar, whose life was saved by a pioneering heart technique at Great Ormond Street Hospital (GOSH) in London. 70 Tips for Healthy Child Development


STAR LETTER COMPETITION

Every month, our Star Letter wins a fabulous prize, with plenty of luxurious pampering treats lined up this year! Next month’s Start Letter will…

WIN A ZO SKIN CENTRE FACIAL WORTH AED 700! ABOUT The kind of facial each person needs depends on the type of their skin. All of the ZO range of facials consists of multi-steps to banish your impurities and rejuvenate your skin. This treatment will deliver real results immediately and for a long period. TO ENTER To be in with a chance to win, simply answer the following three questions and submit your answers online: www.MotherBabyChild.com/Competition • What are the three things that you find most rewarding about your family? • As a parent, what advice would you give to first-time mothers? • Which article did you enjoy the most in the last issue of other, Baby & Child – and why?

GETTING INVOLVED WITH MOTHER, BABY & CHILD Tell us about your amazing children! Send your stories to the Editor: Kay.Marham@CPIMediaGroup.com

06 | FEBRUARY 2018 | MOTHER, BABY & CHILD


The Arbor School in Al-Furjan provides a high standard of education based on the National Curriculum for England, which is enriched with a compassionate and ethical outlook focused on eco-literacy, sustainability and environmental justice. This vision will be embedded within the curriculum of the Arbor School and reflected in every lesson and task. Through project-based, experiential and outdoor learning, children will make meaningful changes to the world around them in a fully inclusive and supportive environment. Arbor will also benefit from both a scientist and artist in residence, who will inspire the whole school community to think and act differently. In support of this vision, the school boasts top-class facilities, using bespoke biodomes and learning gardens as key educational spaces to engage children in a richer and deeper understanding of their ecology and environment.*

thearborschool.ae *Opening subject to building completion and final KHDA approval.


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Child-friendly brunches, fun days and more, this is our monthly kid’s calendar and round-up of what’s happening to keep your children’s lives fun-filled and stimulating.

THIINGS TO DO EVENTS | ACTIVITIES | OUTDOOR

MOTHER, BABY & CHILD | FEBRUARY 2018 | 09


things to do

MOTHER & BABY

0-2 YEARS

THE BABY BAZAAR IS BACK! The popular Dubai Baby Bazaar market will return to the city on Wednesday 14th February. The market is perfect for mums-tobe and new mums looking to find a bargain, or for parents looking to sell good-quality second hand baby ware and maternity products. Based inside Times Square Center, the market is also a great place to meet other like-minded mums. Details: 9am-2pm, Wednesday 14th February. Times Square Center, Sheikh Zayed Road, Dubai, UAE. Entry is free, it costs AED 295 to set up a secondhand store and AED 400 to set up a business table. For more information:

babybazaar.org

DUBAI MARINA MUMS GROUP If you’re a new mum in the Dubai Marina area, you may want to consider joining the Marina Mums Group. Founded in 2008, it was set up to provide support for new mums based in Dubai Marina. The multi-cultural expat group now has over 1,700 members and is the perfect place to meet other mums in the area, hear about word-of-mouth activities and get advice on different parenting topics. For more information: /marinamums

10 | FEBRUARY 2018 | MOTHER, BABY & CHILD


RECOMMENDS RAPID 4S COMFORT SEAT This softly padded comfort seat, with options for a lying position and adjustable footrest, is perfect as an all-rounder for city and travel, making it a seamless companion babies from birth up to 22kg. The features are specially designed to maximise the comfort, ease and enjoyment of travelling with your baby. The design incorporates a one hand compact fold stroller; easily manoeuvrable, high quality textile elements; extendable canopy with useful little pockets and a window; a large shopping basket and safety features. Check it out and experience the comfort! 04 239 88 55

info@babico.ae


things to do

MOTHER & BABY

0-2 YEARS

PRENATAL YOGA CLASSES AT ZEN YOGA

Zen Yoga in Emirates Hills and Dubai Media City is currently running several prenatal yoga classes each week. Designed for women in their second and third trimester, the classes focus on specific exercises for different stages of pregnancy. Classes focus on strengthening the uterus, pelvic and core muscles. The programme also aims to improve circulation, digestion and ease spine discomfort. Classes are flexible for working mums, with evening and day time classes available. Details: times vary, classes take place in Dubai Media City and Emirates Hills. Prices start from AED 90. For more information:

yoga.ae

JOIN THE BUGGY RUN DUBAI This family-friendly run is perfect for everyone from beginners to seasoned runners. Run with your buggy, or alongside older children (they can even bring their bike or scooter). Everyone from mums, dads, young and older children, extended family and friends are welcome to join in. The main event will take place on Saturday 24th February, with three free training sessions included in the ticket price, for those who want to improve their technique before the race. Details: From 8am, Saturday 24th February. Club Circuit Dubai Autodrome, Motor City, Dubai, UAE. Individual - AED 120 (1 Buggy, 1 Runner); Team - AED 170 (1 or 2 Buggies, 2 Runners); Family AED 195 (1 or 2 Buggies, 2 Runners, plus 1 or 2 accompanying children). For more information: 12 | FEBRUARY 2018 | MOTHER, BABY & CHILD

thebuggyrun.com


things to do

TODDLER & CHILD

2-6 YEARS

ABU DHABI BABY AND KIDS FLEA MARKET RETURNS The popular Abu Dhabi Baby and Kids Flea Market will return this February for one-day only. On Saturday 3rd of February pop down to find a bargain, with tables full of toys, clothes, books, strollers and other parenting essentials. Have baby or children’s toys, clothes and gadgets that you no longer use? Book a stall for AED 220 and sell your wares. There will be plenty on offer to keep the kids entertained too, with a bouncy castle on site, a kids’ movie screening and other fun games. Details: 9am-3pm, Saturday 3rd February. Sheraton Abu Dhabi Hotel & Resort, Abu Dhabi, UAE. For more information: abudhabibabymarket@gmail.com /auhbabykidsmarket

KIDS EAT FREE

AT BENTLEY KITCHEN For the whole of February, Bentley Kitchen is running a ‘kids eat free’ deal in its Abu Dhabi restaurant. For every adult main course purchased, a kids’ meal will be given free-of-charge. The brand-new restaurant serves French food with a pan-European twist. Dishes on offer include Spanish style garlic prawns, beef tartare, truffle mac ‘n’ cheese and steak tartare. For the youngest guests there’s a special set children’s menu available on request. For more information: reservations@bentleybistro.com +971 2626 2134

14 | FEBRUARY 2018 | MOTHER, BABY & CHILD


AT BON, THIS MONTH IS DEDICATED TO LOVING & TAKING CARE OF YOUR HEART

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More than 25 awards, 20 branches, and tens of thousands of happy children this decade! ISO 9001:2015 accreditation (Quality, Environment, Health & Safety)


things to do

TODDLER & CHILD

2-6 YEARS

DUBAI’S NEWEST FAMILY-FRIENDLY BRUNCH Dubai-based restaurant Mazina has launched their new family-friendly ‘pirates and mermaids’ themed brunch. Held every Saturday, there is lots on offer to keep the kids entertained, including a bouncy castle, a map and buried treasure game, Magic Phil the magician, and a best-dressed pirates and mermaids’ competition. There’s plenty happening for parents too, with a range of live food stations serving international food, along with a range of different brunch packages. Best of all, children aged five and below eat free. Details: 12.30pm-3.30pm, every Saturday. Mazina, Address Dubai Marina, Dubai, UAE. AED 330 per person, including soft beverages; AED 460 per person, including house beverages and AED 622 per person including house beverages and free flow bubbly. For more information:

addresshotels.com

FANTASTIC FAMILY FUN DAY IN DUBAI

Reform Social and Grill’s Family Fun Day will return this February with a range of activities for all the family. Kids can enjoy a magic show, bouncy castle and face painting. There will also be market stalls and a range of arts and craft activities. Adults can indulge in the Great British BBQ menu, whilst a children’s menu will be on offer for the youngest members of the family. Details: 12pm-6pm, Saturday 24th February. Free entry, menu prices vary. For more information: reservations@reformsocialgrill.ae reformsocialgrill.ae

16 | FEBRUARY 2018 | MOTHER, BABY & CHILD


Dubai: +971 4 380 6008 or email designconsultantdxb@indigo-living.com

|

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things to do

OLDER CHILD & TWEEN

7-12 YEARS

AMAZING GARDEN SOUQ OUTDOOR MARKET The Dubai Garden Centre is holding its annual outdoor market every Saturday, until 31st March. Visitors can enjoy live cooking stations, yoga classes, arts and crafts workshops, along with stalls from local designers, artists and businesses. There’s also plenty on offer for kids including face painting, a bouncy castle and a dedicated kids’ play area. Details: 10am-2pm every Saturday. Dubai Garden Centre, Sheikh Zayed Road, near Al Quoz, Dubai. For more information: saturdaymarket@desertgroup.ae

GREAT KIDS’ FITNESS DEALS Vogue Fitness in Abu Dhabi is offering special fitness deals for kids aged 6-12 years-old this winter. Their CrossFit Kids programme aims to develop agility, balance, coordination and flexibility, along with a range of other skills. The sessions run every Sunday, Wednesday and Saturday and are priced at AED 475 for eight sessions. All classes on offer are taught by qualified fitness professionals and are split into two groups: 6-9-year-olds and 10-12-yearolds. Details: Classes are held at 4.15pm every Sunday and Wednesday, and 10am every Saturday. Vogue Fitness, Building 2, Level 1, Yas Marina, Abu Dhabi. For more information: info@vfuae.com 18 | FEBRUARY 2018 | MOTHER, BABY & CHILD


• Exclusive to Mother, Baby & Child readers • Voucher is valid until 28 February 2018 • Cannot be used in conjunction with any other offer • Voucher cannot be redeemed for cash • One voucher per transaction only • One voucher per customer

Dubai Mall +971 4 325 3913 | Dubai Marina Mall +971 4 399 7042 | Yas Mall +971 2 565 1856 | Al Wahda Mall +971 2 447 0225


things to do

OLDER CHILD & TWEEN

7-12 YEARS

PIZZA PARTY

AT THE OLIVE TREE AL AIN Looking for somewhere to take your tweenager this weekend? Every Friday from 7pm-11pm the Olive Tree Al Ain is serving up delicious pizza for just AED 35. Pick from a classic margherita or a parmigiana (chicken and parmesan) or their popular porcini mushroom pizza. Nothing on the menu that you fancy? You can also ‘make your own pizza’ for the same price. Details: 7pm-11pm every Friday, Olive Tree, Aloft Al Ain, UAE. For more information: olivetreealain.com

LEADING SCHOOL AND NURSERY SHOW RETURNS The School & Nursery Show returns to the capital this month. On the 2nd and 3rd of February, hundreds of schools will exhibit at The Domes, Zayed Sports City in Abu Dhabi. The event is free to attend and gives parents the chance to speak to representatives from the very best schools and nurseries in the city. Experts will be on hand to discuss admissions, entry requirements, scholarships and courses. Details: 11am-5pm 2nd and 3rd February. The Domes, Zayed Sports City in Abu Dhabi. For more information: theschoolshow.ae 20 | FEBRUARY 2018 | MOTHER, BABY & CHILD


‫‪TT‬‬ ‫‪CT‬‬ ‫‪EED‬‬ ‫‪C‬‬ ‫‪ET‬‬ ‫‪TEE‬‬ ‫‪DEDDTTEECCTTEEDD‬‬ ‫‪EEC‬‬ ‫‪TC‬‬ ‫‪OOT‬‬ ‫‪OO‬‬ ‫‪OOT‬‬ ‫‪TT‬‬ ‫‪ED‬‬ ‫‪EC‬‬ ‫‪C‬‬ ‫‪E‬‬ ‫‪E‬‬ ‫‪T‬‬ ‫‪DTECTED‬‬ ‫‪O OT‬‬ ‫‪O‬‬

‫‪F FOO‬‬ ‫‪O F O RN OO‬‬ ‫‪R IR‬‬ ‫‪O OI N‬‬ ‫‪ON‬‬ ‫‪I‬‬ ‫‪FFFO‬‬ ‫‪OF‬‬ ‫‪OFF OO RN O‬‬ ‫‪OO‬‬ ‫‪O‬‬ ‫‪RR‬‬ ‫‪NO‬‬ ‫‪RO‬‬ ‫‪R II NN O‬‬ ‫‪IIRII‬‬ ‫‪OON‬‬ ‫‪OON‬‬ ‫‪OO‬‬

‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫هي‬ ‫مؤسسات‬ ‫ثالثثالث‬ ‫قامتقامت‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫تعاونية هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫تعاونية هي‬ ‫مؤسسات‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫في‬ ‫المصطكي‬ ‫مزارعي‬ ‫(جمعية‬ ‫‪Association‬‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫و�‪Agricul‬‬ ‫‪( Association‬جمعية مزارعي المصطكي في خيوس)‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫ثالث ‪of‬‬ ‫‪Kimi‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫قامت‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫‪of Kimi‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫في‬ ‫المصطكي‬ ‫مزارعي‬ ‫(جمعية‬ ‫‪Association‬‬ ‫بهدف‬ ‫الديناميكية‬ ‫ومواردها‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫بهدف‬ ‫الديناميكية‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫في‬ ‫المصطكي‬ ‫مزارعي‬ ‫(جمعية‬ ‫‪Association‬‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫في‬ ‫المصطكي‬ ‫مزارعي‬ ‫بهدف‬ ‫الديناميكية‬ ‫ومواردها‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫(جمعية‬ ‫‪Association‬‬ ‫و�‪Agricul‬‬ ‫خيوس)‬ ‫في‬ ‫المصطكي‬ ‫مزارعي‬ ‫‪( Association‬جمعية‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الزراعية)‬ ‫التعاونية‬ ‫الترويج ‪of‬‬ ‫‪Kimi‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫الترويج‪of‬‬ ‫‪Kimi‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الزراعية)‬ ‫التعاونية‬ ‫‪of‬‬ ‫‪Kimi‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫كيمي‬ ‫(جمعية‬ ‫‪tural‬‬ ‫‪Cooperative‬‬ ‫‪of‬‬ ‫‪Kimi‬‬ ‫‪N‬‬ ‫‪G‬‬ ‫‪I‬‬ ‫‪A‬‬ ‫‪N‬‬ ‫‪G‬‬ ‫‪S‬‬ ‫‪I‬‬ ‫‪A‬‬ ‫ومواردها ‪TITIG N A‬‬ ‫الديناميكية‪EE S‬‬ ‫بهدف‬ ‫وطاقاتها‬ ‫جهودها‬ ‫‪S‬‬ ‫منتجات‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫مدار‬ ‫على‬ ‫‬‫‪Kimi‬‬ ‫و‪Figs‬‬ ‫بهدف‬ ‫الديناميكية‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫ومواردها‪T‬‬ ‫‪I‬‬ ‫بهدف ‪DD‬‬ ‫الديناميكية ‪E‬‬ ‫ومواردها‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫بهدف‬ ‫الديناميكية‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪I‬‬ ‫منتجات‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫مدار‬ ‫على‬ ‫‬‫‪Kimi‬‬ ‫و‪Figs‬‬ ‫بهدف‬ ‫الديناميكية‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫‪D‬‬ ‫الديناميكية بهدف‬ ‫ومواردها‬ ‫وطاقاتها‬ ‫و‪ Mediterra S.A.‬بتوحيد جهودها‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫بحب‬ ‫تحظى‬ ‫كما أنها‬ ‫الذكية‬ ‫والنكهة‬ ‫الجودة‬ ‫بين‬ ‫تجمع‬ ‫والنكهةالقيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫بحب‬ ‫تحظى‬ ‫أنها‬ ‫كما‬ ‫الذكية‬ ‫الجودة‬ ‫بين‬ ‫تجمع‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫‪IIGGNNAAT‬‬ ‫‪S‬‬ ‫‪S‬‬ ‫منتجات ‪N AT‬‬ ‫‪E‬‬ ‫‪IG‬‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫‪ASTITITG‬‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫كالهما‬ ‫‪IN‬‬ ‫مدار‬ ‫على‬ ‫‬‫‪Kimi‬‬ ‫و‪Figs‬‬ ‫‪DDEEESSIIGGNNEAS‬‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫منتجات‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫مدار‬ ‫على‬ ‫‬‫‪Kimi‬‬ ‫و‪Figs‬‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫كالهما‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫منتجات ‪DE II AT II‬‬ ‫مدار‬ ‫على‬ ‫‬‫‪Kimi‬‬ ‫و‪Figs‬‬ ‫‪DD‬‬ ‫تنتج‬ ‫الذكيةوهي‬ ‫و‪ - Kimi Figs‬على مدار التاريخ‬ ‫‪D‬‬ ‫منتجاتبحب‬ ‫تحظى‬ ‫كما أنها‬ ‫كما‬ ‫األوروبي‪.‬‬ ‫االتحاد‬ ‫والنكهة‬ ‫الجودة‬ ‫"تسميةبين‬ ‫تجمع‬ ‫قبل‬ ‫من‬ ‫منشأ‬ ‫بحب‬ ‫تحظى‬ ‫الذكيةأنها‬ ‫كما‬ ‫الذكية‬ ‫والنكهة‬ ‫الجودة‬ ‫"تسميةبين‬ ‫تجمع‬ ‫بحب‬ ‫تحظى‬ ‫أنها‬ ‫األوروبي‪.‬‬ ‫االتحاد‬ ‫محمية"قبل‬ ‫الجودةمن‬ ‫محمية"‬ ‫منشأ‬ ‫والنكهة‬ ‫بين‬ ‫تجمع‬ ‫بحب‬ ‫تحظى‬ ‫أنها‬ ‫كما‬ ‫الذكية‬ ‫والنكهة‬ ‫الجودة‬ ‫بين‬ ‫تجمع‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫كالهما‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫كالهما‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫كالهما‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫يروج‬ ‫حيث حيث‬ ‫الدولية‬ ‫المعارض‬ ‫كالهمافي‬ ‫ذات‬ ‫منتجات‬ ‫تسجيل‬ ‫يحمل‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫يروجيروج‬ ‫المنتجات‬ ‫تقدم‬ ‫الدولية‬ ‫المعارض‬ ‫في‬ ‫الفريدة‬ ‫المنتجات‬ ‫هذه‬ ‫تقدم‬ ‫األوروبي‪.‬‬ ‫االتحاداالتحاد‬ ‫الفريدةقبل‬ ‫من‬ ‫محمية"‬ ‫هذهمنشأ‬ ‫"تسمية‬ ‫األوروبي‪.‬‬ ‫محمية"قبل‬ ‫محمية" من‬ ‫محمية"‬ ‫منشأ‬ ‫"تسمية‬ ‫األوروبي‪.‬‬ ‫االتحاد‬ ‫قبل‬ ‫من‬ ‫منشأ‬ ‫"تسمية‬ ‫ذات‬ ‫إلى‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫األوروبي‪.‬‬ ‫االتحاد‬ ‫قبل‬ ‫من‬ ‫منشأ‬ ‫"تسمية‬ ‫أنشطة ذات‬ ‫أنشطةأنشطة‬ ‫باإلضافة إلى‬ ‫اإلعالنات‬ ‫خالل‬ ‫لها من‬ ‫ذات‬ ‫باإلضافة إلى‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫اإلعالنات‬ ‫خالل‬ ‫لها من‬ ‫يروج‬ ‫حيث‬ ‫الدوليةالدولية‬ ‫المعارض‬ ‫الفريدة في‬ ‫يروج‬ ‫الفريدة‬ ‫المنتجات‬ ‫هذه‬ ‫تقدم‬ ‫وروسيا‬ ‫واإلمارات‬ ‫والسعودية‬ ‫تركيا‬ ‫هي‪:‬‬ ‫مختلفة‬ ‫وروسيا‬ ‫واإلمارات‬ ‫في ‪5‬‬ ‫يروج‬ ‫حيث‬ ‫المعارض‬ ‫أسواقفي‬ ‫الفريدة‬ ‫المنتجات‬ ‫صلةهذه‬ ‫تقدم‬ ‫يروج‬ ‫حيث‬ ‫الدولية‬ ‫المعارض‬ ‫في‬ ‫وروسيا‬ ‫واإلمارات‬ ‫والسعودية‬ ‫تركيا‬ ‫هي‪:‬‬ ‫مختلفة‬ ‫أسواق‬ ‫تقام‪5‬‬ ‫صلةفي‬ ‫تقام‬ ‫يروج‬ ‫المنتجات‬ ‫هذه‬ ‫تقدم‬ ‫يروج‬ ‫حيث‬ ‫الدولية‬ ‫المعارض‬ ‫في‬ ‫الفريدة‬ ‫المنتجات‬ ‫هذه‬ ‫تقدم‬ ‫ذات‬ ‫أنشطة‬ ‫إلى‬ ‫باإلضافة‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫ذات‬ ‫أنشطة‬ ‫إلى‬ ‫اإلعالنات‬ ‫خالل‬ ‫من‬ ‫لها منلها‬ ‫وبيالروسيا‪.‬‬ ‫ذات‬ ‫أنشطة‬ ‫إلى‬ ‫باإلضافة‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫اإلعالنات‬ ‫خالل‬ ‫ذات‬ ‫إلى‬ ‫باإلضافة‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫أنشطة ذات‬ ‫أنشطة‬ ‫إلى‬ ‫اإلعالنات‬ ‫خالل‬ ‫من‬ ‫لها‬ ‫وبيالروسيا‪.‬‬ ‫واإلماراتذات‬ ‫والسعوديةإلى أنشطة‬ ‫تركيا باإلضافة‬ ‫والمطبوعة‬ ‫التلفزيونية‬ ‫اإلعالنات‬ ‫خالل‬ ‫لها من‬ ‫وروسيا‬ ‫مختلفة هي‪:‬‬ ‫مختلفة‬ ‫وروسيا‬ ‫واإلمارات‬ ‫أسواق‬ ‫تقام‪5‬في‬ ‫تقام‬ ‫صلة‬ ‫وروسيا‬ ‫واإلمارات‬ ‫والسعودية‬ ‫تركيا‬ ‫هي‪:‬‬ ‫مختلفة‬ ‫أسواق‬ ‫صلةفي‬ ‫صلة تقام‬ ‫صلة‬ ‫وروسيا‬ ‫واإلمارات‬ ‫والسعودية‬ ‫تركياتركيا‬ ‫هي‪:‬‬ ‫وروسيا‬ ‫واإلمارات‬ ‫أسواق‬ ‫في ‪55‬‬ ‫وروسيا‬ ‫واإلمارات‬ ‫والسعودية‬ ‫هي‪:‬‬ ‫مختلفة‬ ‫أسواق‬ ‫‪5‬‬ ‫في‬ ‫تقام‬ ‫وبيالروسيا‪.‬‬ ‫وبيالروسيا‪.‬‬ ‫وبيالروسيا‪.‬‬ ‫وبيالروسيا‪.‬‬ ‫‪N • •NP R•• •• P‬‬ ‫‪N‬‬ ‫‪PRR‬‬ ‫‪GGII‬‬

‫‪GI‬‬

‫•• ••‪N • •NP R‬‬ ‫‪PP‬‬ ‫‪N‬‬ ‫‪G IN • G•IN‬‬ ‫‪P‬‬ ‫‪G IN R•• •• PPRRRR‬‬ ‫‪GI‬‬ ‫‪GGII‬‬

‫‪ECTED‬‬

‫‪ON‬‬

‫‪I‬‬

‫‪I G N AT‬‬

‫‪ES‬‬

‫‪D‬‬

‫‪I‬‬

‫‪OT‬‬

‫‪OF OR‬‬

‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Kimi‬‬ ‫‪Figs‬‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫في‬ ‫المصطكيإالإال‬ ‫إنتاج‬ ‫الاليتميتم‬ ‫‪Kimi Figs‬‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫في‬ ‫المصطكي‬ ‫إنتاج‬ ‫‪ Chios‬في خيوس ويكمن تفرده وتميزه في خصائصه‬ ‫‪Chios‬إال‬ ‫المصطكي‬ ‫ال يتم إنتاج‬ ‫‪Mastiha‬‬ ‫‪Mastiha‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫إيفيا‪ ،‬من‬ ‫كيمي إيفيا‪،‬‬ ‫‪ Kimi fig‬هو منتج فريد يتم إنتاجه حصريًا في كيمي‬ ‫منذ‬ ‫الشعبية‬ ‫حقق لهله‬ ‫مما‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫من‬ ‫‪fig fig‬‬ ‫والشهرة منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫حقق‬ ‫المميزة مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫كيمي إيفيا‪ ،‬من‬ ‫منتج فريد يتم إنتاجه حصريًا في‬ ‫‪ Figs‬هو‬ ‫‪Kimi‬‬ ‫منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫له‬ ‫حقق‬ ‫مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫‪Kimi‬‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫في‬ ‫المصطكيإالإال‬ ‫المصطكي‬ ‫إنتاج‬ ‫يتم‬ ‫‪Kimi‬‬ ‫‪Figs‬‬ ‫‪Kimi‬‬ ‫‪Figs‬‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫في‬ ‫المصطكي‬ ‫إنتاج‬ ‫ال يتمالالالاليتم‬ ‫المحلية المتنوعة‪.‬‬ ‫التين المحلية‬ ‫أشجار التين‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫في‬ ‫إال‬ ‫إنتاج‬ ‫يتم‬ ‫المتنوعة‪.‬‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫خصائصه‬ ‫نطاقفي‬ ‫وتميزه‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫المصطكيفي‬ ‫المصطكي إال‬ ‫المصطكي‬ ‫إنتاج‬ ‫‪Kimi25000‬‬ ‫‪Figs‬‬ ‫خصائصه‬ ‫وتميزه في‬ ‫تفرده‬ ‫ويكمن‬ ‫خيوس‬ ‫االعتراففي‬ ‫فيإال‬ ‫قديمةإنتاج‬ ‫يتم‬ ‫شجرة من أشجار التين المحلية المتنوعة‪.‬‬ ‫واسع‪.‬‬ ‫تفردهعلى‬ ‫الصحية‬ ‫بفوائده‬ ‫حينما تم‬ ‫أزمنة‬ ‫خصائصه‬ ‫في‬ ‫وتميزه‬ ‫ويكمن‬ ‫خيوس‬ ‫إال‬ ‫إنتاج‬ ‫ال يتم‬ ‫‪N • • PR‬‬

‫‪GI‬‬

‫‪ECTED‬‬

‫‪TE‬‬ ‫‪EC‬‬ ‫‪TC‬‬ ‫‪T E DD‬‬ ‫‪OE‬‬ ‫‪OT‬‬

‫وفريدة‬ ‫قيمةوفريدة‬ ‫منتجاتقيمة‬ ‫منتجات‬

‫‪OT‬‬

‫• ‪N • • PR‬‬ ‫‪• P‬‬ ‫‪N‬‬ ‫‪G I I N • • RP R‬‬ ‫‪G‬‬

‫‪I‬‬

‫‪OF OR‬‬

‫‪ON‬‬

‫‪OF OR‬‬ ‫‪O NO F O R I‬‬ ‫‪I‬‬ ‫‪ON‬‬

‫إيفيا‪ ،‬من‬ ‫كيمي إيفيا‪،‬‬ ‫في كيمي‬ ‫حصرييًاًا في‬ ‫إنتاجه حصر‬ ‫يتم إنتاجه‬ ‫فريد يتم‬ ‫فريد‬ ‫منتج‬ ‫هو‬ ‫‪Kimi‬‬ ‫‪fig‬‬ ‫منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫حقق‬ ‫مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫من‬ ‫يتم‬ ‫فريد‬ ‫منتج منتج‬ ‫‪ Kimi‬هو‬ ‫‪Kimi‬‬ ‫‪fig fig‬‬ ‫والشهرة منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫حقق‬ ‫المميزة مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدةالفريدة‬ ‫العالجية‬ ‫منتج‬ ‫هو‬ ‫‪fig‬‬ ‫منذ‬ ‫الشعبية‬ ‫لهله‬ ‫حقق‬ ‫مما‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫كيمي ً‬ ‫إيفيا‪ ،‬من‬ ‫إيفيا‪،‬‬ ‫كيمي‬ ‫حصر‬ ‫إنتاجه‬ ‫أشجاريتم‬ ‫فريد‬ ‫‪ Kimi‬هو‬ ‫‪Kimi‬‬ ‫والشهرة منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫المتعددة له‬ ‫حقق‬ ‫استخداماتهمما‬ ‫المميزة‬ ‫ورائحته‬ ‫العالجية‬ ‫من‬ ‫إيفيا‪،‬‬ ‫كيمي‬ ‫فيي‬ ‫حصر‬ ‫إنتاجه‬ ‫يتم‬ ‫فريد‬ ‫منتج‬ ‫هو‬ ‫‪Kimi‬‬ ‫‪fig‬‬ ‫منذ‬ ‫والشهرة‬ ‫الشعبية‬ ‫حيثلهله‬ ‫حقق‬ ‫مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫خاصة في‬ ‫خاصة‬ ‫فيًاهذه‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫خصائص‬ ‫تتطلب‬ ‫طريقة ً‬ ‫في‬ ‫محفور‬ ‫إنه‬ ‫في‬ ‫تفرده‬ ‫يكمن‬ ‫كما‬ ‫من‬ ‫المتنوعةييًاًا‬ ‫حصر‬ ‫إنتاجه‬ ‫يتم‬ ‫فريد‬ ‫منتج‬ ‫هو‬ ‫‪fig‬‬ ‫منذ‬ ‫الشعبية‬ ‫له‬ ‫حقق‬ ‫مما‬ ‫المميزة‬ ‫ورائحته‬ ‫الفريدة‬ ‫العالجية‬ ‫في‬ ‫طريقة‬ ‫هذه‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫ومتعمق في‬ ‫ومتعمق‬ ‫محفور‬ ‫إنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫في‬ ‫تفرده‬ ‫يكمن‬ ‫كما‬ ‫في ً‬ ‫المتنوعة‪.‬‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫خاصة في‬ ‫طريقة‬ ‫هذه‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫في‬ ‫ومتعمق‬ ‫محفور‬ ‫حيث إنه‬ ‫المتعددة‬ ‫استخداماته‬ ‫قديمةفي‬ ‫أزمنةتفرده‬ ‫يكمن‬ ‫كما‬ ‫التين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫المتنوعة‪.‬‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫المتنوعة‪.‬‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫المتنوعة‪.‬‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫على‬ ‫الصحية‬ ‫بفوائده‬ ‫االعتراف‬ ‫تم‬ ‫حينما‬ ‫قديمة‬ ‫أزمنة‬ ‫ً‬ ‫كثيرة‬ ‫طبيعية‬ ‫ء‬ ‫أعدا‬ ‫كيمي‬ ‫في‬ ‫التين‬ ‫شجرة‬ ‫تواجه‬ ‫ال‬ ‫وتجفيفه‪.‬‬ ‫التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫المحلية‬ ‫تواجهالتين‬ ‫أشجار‬ ‫من‬ ‫شجرة‬ ‫‪25000‬‬ ‫واسع‪.‬‬ ‫نطاق‬ ‫منطقة على‬ ‫الصحية‬ ‫بفوائده‬ ‫حينما تم‬ ‫قديمة‬ ‫كثيرةكثيرة‬ ‫طبيعية‬ ‫أعدا ًءأعدا ًء‬ ‫المتنوعة‪.‬كيمي‬ ‫التين في‬ ‫شجرةشجرة‬ ‫تواجه‬ ‫وتجفيفه‪ .‬ال‬ ‫التين التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرقشرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫االعترافمختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫أزمنةثقافة‬ ‫طبيعية‬ ‫كيمي‬ ‫في‬ ‫التين‬ ‫ال‬ ‫وتجفيفه‪.‬‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫ً‬ ‫فهيفي‬ ‫خاصة‬ ‫المتنوعة هذه‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫في‬ ‫ومتعمق‬ ‫محفور‬ ‫إنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫في‬ ‫تفرده‬ ‫يكمن‬ ‫كما‬ ‫طريقة ً‬ ‫في‬ ‫خاصة‬ ‫هذه‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫ال‬ ‫خاصة‪.‬‬ ‫رعاية‬ ‫أو‬ ‫خاصة‬ ‫زراعية‬ ‫أساليب‬ ‫إلى‬ ‫تحتاج‬ ‫ثم الال‬ ‫تتطلبومن‬ ‫ومتعمق في‬ ‫ومتعمق‬ ‫محفور‬ ‫حيث إنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫تفردهفي‬ ‫تفرده‬ ‫كمايكمن‬ ‫كما كما‬ ‫هذه ً‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫في‬ ‫محفور‬ ‫إنه‬ ‫المتعددة‬ ‫استخداماته‬ ‫في‬ ‫يكمن‬ ‫طريقة ً‬ ‫ال‬ ‫فهي‬ ‫رعاية‬ ‫أو‬ ‫زراعية‬ ‫أساليب‬ ‫إلى‬ ‫تحتاج‬ ‫ثم‬ ‫خاصة‪.‬في‬ ‫خاصة‬ ‫خاصةهذه‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫ومتعمق في‬ ‫ومتعمق‬ ‫محفور‬ ‫عنإنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫المصطكي في‬ ‫تفرده‬ ‫يكمن‬ ‫في‬ ‫خاصة‬ ‫طريقة‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫خصائص‬ ‫تتطلب‬ ‫في‬ ‫ومتعمق‬ ‫محفور‬ ‫إنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫في‬ ‫تفرده‬ ‫يكمن‬ ‫كما‬ ‫طريقة ً‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫(في‬ ‫ال‬ ‫فهي‬ ‫خاصة‪.‬‬ ‫رعاية‬ ‫أو‬ ‫خاصة‬ ‫زراعية‬ ‫أساليب‬ ‫خصائص إلى‬ ‫تحتاج‬ ‫ومنال‬ ‫تتطلبثم‬ ‫ومن‬ ‫في‬ ‫خاصة‬ ‫طريقة‬ ‫هذه‬ ‫المتنوعة‬ ‫المحلية‬ ‫التين‬ ‫أشجار‬ ‫في‬ ‫محفور‬ ‫إنه‬ ‫حيث‬ ‫المتعددة‬ ‫استخداماته‬ ‫في‬ ‫تفرده‬ ‫يكمن‬ ‫كما‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫(في‬ ‫المصطكي‬ ‫ً‬ ‫كثيرة‬ ‫طبيعية‬ ‫ء‬ ‫أعدا‬ ‫كيمي‬ ‫في‬ ‫التين‬ ‫شجرة‬ ‫تواجه‬ ‫ال‬ ‫وتجفيفه‪.‬‬ ‫التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫(في‬ ‫المصطكي‬ ‫بالمخصبات‬ ‫إال‬ ‫التربة‬ ‫معالجة‬ ‫التين تتم‬ ‫الغالب ال‬ ‫الغالب‬ ‫وفي‬ ‫الرش‬ ‫إلى‬ ‫تتعرض‬ ‫كثيرة‬ ‫طبيعية‬ ‫شجرة‬ ‫تواجه‬ ‫وتجفيفه‪.‬‬ ‫التين‬ ‫إنتاج إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفةمختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫أعدا‬ ‫كيمي‬ ‫معالجةفي‬ ‫التين‬ ‫شجرة‬ ‫تواجه‬ ‫ال‬ ‫التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫بالمخصبات‬ ‫إال‬ ‫التربة‬ ‫معالجة‬ ‫تتم‬ ‫ال‬ ‫وفي‬ ‫الرش‬ ‫إلى‬ ‫تتعرض‬ ‫كثيرة‬ ‫طبيعية‬ ‫أعدا ًء‬ ‫أعدا‬ ‫كيمي‬ ‫في‬ ‫شجرة‬ ‫تواجه‬ ‫وتجفيفه‪ .‬ال‬ ‫وتجفيفه‪.‬‬ ‫التين‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫كثيرة‬ ‫طبيعية‬ ‫أعدا ًء ًء‬ ‫كيمي‬ ‫في‬ ‫التين‬ ‫شجرة‬ ‫تواجه‬ ‫وتجفيفه‪ .‬الال‬ ‫وتجفيفه‪.‬‬ ‫التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من‬ ‫بالمخصبات‬ ‫إال‬ ‫التربة‬ ‫تتم‬ ‫ال‬ ‫الغالب‬ ‫وفي‬ ‫الرش‬ ‫إلى‬ ‫تتعرض‬ ‫ً‬ ‫‪N‬‬ ‫‪G‬‬ ‫كثيرة‬ ‫طبيعية‬ ‫ء‬ ‫كيمي‬ ‫في‬ ‫التين‬ ‫شجرة‬ ‫تواجه‬ ‫ال‬ ‫التين‬ ‫إنتاج‬ ‫المتوسط‪.‬‬ ‫شرق‬ ‫منطقة‬ ‫وبخاصة‬ ‫مختلفة‬ ‫وحضارات‬ ‫شعوب‬ ‫ثقافة‬ ‫‪I‬‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من‬ ‫‪A‬‬ ‫‪E S G N TAIT‬‬ ‫فهي ال‬ ‫خاصة‪ .‬فهي‬ ‫رعاية خاصة‪.‬‬ ‫أو رعاية‬ ‫خاصة أو‬ ‫زراعية خاصة‬ ‫أساليب زراعية‬ ‫إلى أساليب‬ ‫إلى‬ ‫تحتاج‬ ‫ومن ثم‬ ‫راتنجيةووسط‬ ‫أنواع‪ :‬كبير‬ ‫عبارةفيعنثالثة‬ ‫الطبيعي)ويأتي‬ ‫المصطكي‬ ‫من جذوع وفروع‬ ‫شجرة ‪D E S I‬‬ ‫العضوية‪.‬‬ ‫زراعية‬ ‫أساليب‬ ‫تحتاج إلى‬ ‫تحتاج‬ ‫ال‬ ‫ومن‬ ‫المصطكي‪I G N AT‬‬ ‫الالال‬ ‫ثم‬ ‫(في‪E SI‬شكله ‪D‬‬ ‫مستخلصة‬ ‫عصارة‬ ‫العضوية‪.‬‬ ‫خاصة‪ .‬فهي‬ ‫خاصة‪.‬‬ ‫رعاية‬ ‫خاصة أو‬ ‫خاصة‬ ‫زراعية‬ ‫أساليب‬ ‫تحتاج إلى‬ ‫تحتاج‬ ‫ال‬ ‫ومن‬ ‫فهي الال‬ ‫رعايةرعاية‬ ‫خاصة أو‬ ‫زراعية‬ ‫أساليب‬ ‫إلى‬ ‫تحتاج‬ ‫ومنالثمثم‬ ‫ومن‬ ‫المصطكي ‪I‬‬ ‫وصغير‪.‬‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عبارةعن‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫المصطكي(في‬ ‫(في ‪D‬‬ ‫العضوية‪.‬‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫الطبيعي)‬ ‫شكله‬ ‫خاصة‪ .‬الال‬ ‫فهي‬ ‫أو‬ ‫زراعية‬ ‫أساليب‬ ‫إلى‬ ‫ومن ثمثم‬ ‫وصغير‪.‬‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫(في‬ ‫المصطكي‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫عبارة‬ ‫الطبيعي)‬ ‫شكله‬ ‫(في‬ ‫المصطكي‬ ‫بالمخصبات‬ ‫إال‬ ‫التربة‬ ‫معالجة‬ ‫تتم‬ ‫ال‬ ‫الغالب‬ ‫وفي‬ ‫الرش‬ ‫إلى‬ ‫تتعرض‬ ‫وصغير‪.‬‬ ‫مستخلصة‬ ‫راتنجية‬ ‫عصارة‬ ‫عن‬ ‫الطبيعي) عبارة‬ ‫جذوع شكله‬ ‫(في‬ ‫المصطكي‬ ‫بالمخصبات‬ ‫الغالب‬ ‫الرش وفي‬ ‫الرشالرش‬ ‫تتعرض إلى‬ ‫تتعرض‬ ‫التربة إال‬ ‫التربة‬ ‫معالجة‬ ‫ال تتم‬ ‫الغالبتتمال‬ ‫الغالب‬ ‫وفي‬ ‫إلى‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫من‬ ‫بالمخصبات‬ ‫إال‬ ‫التربة‬ ‫معالجة‬ ‫ال‬ ‫الغالب‬ ‫وفي‬ ‫إلى‬ ‫تتعرض‬ ‫بالمخصبات‬ ‫إال‬ ‫معالجة‬ ‫تتم‬ ‫وفي‬ ‫الرش‬ ‫إلى‬ ‫تتعرض‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من من‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من‬ ‫العضوية‪.‬الرش وفي الغالب ال تتم معالجة التربة إال بالمخصبات‬ ‫تتعرض إلى‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫ووسط‬ ‫كبير‬ ‫أنواع‪:‬‬ ‫ثالثة‬ ‫في‬ ‫ويأتي‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫منتجات ويأتي في ثالثة أنواع‪ :‬كبير ووسط‬ ‫المصطكي‬ ‫شجرة‬ ‫وفروع‬ ‫جذوع‬ ‫من‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫العضوية‪.‬‬ ‫العضوية‪.‬‬ ‫وصغير‪.‬‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫العضوية‪.‬‬ ‫العضوية‪.‬‬ ‫وصغير‪.‬‬ ‫وصغير‪.‬‬ ‫العضوية‪.‬‬ ‫وصغير‪.‬‬ ‫وصغير‪.‬‬ ‫إنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫وصغير‪.‬‬ ‫إنتاجهإنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫‪ gum‬ويرجع‬ ‫المصطكي‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫عام‬ ‫إلى‬ ‫منتجات‬ ‫‪.1958‬أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫‪.1958‬‬ ‫عام‬ ‫إلى‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫‪.1958‬‬ ‫عام‬ ‫إلى‬ ‫(جمعية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫‪Association‬‬ ‫هي‬ ‫تعاونية‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫منتجات‬ ‫أشهر‬ ‫‪Chios‬‬ ‫‪gum‬‬ ‫إنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫(جمعية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫‪Association‬‬ ‫تعاونية هي‬ ‫مؤسسات‬ ‫إنتاجهثالث‬ ‫قامت‬ ‫إنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫ويرجع‬ ‫المصطكي‬ ‫(جمعية‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫‪Growers‬‬ ‫‪Association‬‬ ‫تعاونية هي‬ ‫مؤسسات‬ ‫ثالث‬ ‫قامت‬ ‫إنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫وأخيرً‬ ‫إنتاجه‬ ‫ويرجع‬ ‫المصطكي‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫ا‬ ‫إنتاجه‬ ‫ويرجع‬ ‫وأخيرً‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫المصطكي ا‬ ‫(جمعية كيمي‬ ‫‪( Agricultural‬جمعية‬ ‫‪Cooperative‬‬ ‫‪of‬‬ ‫خيوس)‬ ‫في‬ ‫مزارعي‬ ‫‪.1958‬‬ ‫عام‬ ‫إلى‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫وأخيرً ا‬ ‫كيمي‬ ‫‪Agricultural‬‬ ‫‪Cooperative‬‬ ‫و‪of Kimi‬‬ ‫و‪Kimi‬‬ ‫خيوس)‬ ‫المصطكيفي‬ ‫المصطكي‬ ‫مزارعي‬ ‫‪.1958‬‬ ‫‪Oil‬عام‬ ‫إلى‬ ‫‪.1958‬‬ ‫عام‬ ‫إلى‬ ‫(جمعية كيمي‬ ‫‪Agricultural‬‬ ‫‪Cooperative‬‬ ‫و‪of Kimi‬‬ ‫خيوس)‬ ‫المصطكي في‬ ‫مزارعي‬ ‫‪.1958‬‬ ‫إلى عام‬ ‫إلى‬ ‫الحصول‬ ‫‪ .1958‬يتميتم‬ ‫الذي‬ ‫‪.1958‬‬ ‫عام‬ ‫إلى‬ ‫عام‬ ‫الحصول‬ ‫الذي‬ ‫‪Oil‬‬ ‫الديناميكية بهدف‬ ‫ومواردها الديناميكية‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫الحصول‬ ‫وأخيرً ايتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫بهدف‬ ‫ومواردها‬ ‫وطاقاتها‬ ‫جهودها‬ ‫بتوحيد‬ ‫‪Mediterra‬‬ ‫و‪S.A.‬‬ ‫الزراعية)‬ ‫التعاونية‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫الزراعية) و‪ Mediterra S.A.‬بتوحيد جهودها وطاقاتها ومواردها الديناميكية بهدف‬ ‫التعاونية‬ ‫وأخيرً‬ ‫وأخيرً‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫ا‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫ا‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫وأخيرً‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫وأخيرً ا‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫و‪.Kimi Figs‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫‪Chios‬‬ ‫‪Mastic‬‬ ‫وأخيرًاا‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫‪.Kimi‬‬ ‫و‪Figs‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫القيمةالقيمة‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫‪.Kimi‬‬ ‫و‪Figs‬‬ ‫‪Chios‬‬ ‫‪Mastiha‬‬ ‫الشهيرة‪:‬‬ ‫لمنتجاتها‬ ‫الترويج‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫الحصول‬ ‫يتم‬ ‫الذي‬ ‫‪Oil‬‬ ‫والنكهة الذكية‪،‬‬ ‫الجودة‬ ‫بين‬ ‫تجمع‬ ‫منتجات‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫مدار‬ ‫على‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫على‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫الذكية‪،‬‬ ‫والنكهة‬ ‫الجودة‬ ‫بين‬ ‫تجمع‬ ‫منتجات‬ ‫تنتج‬ ‫وهي‬ ‫التاريخ‬ ‫مدار‬ ‫على‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫من‬ ‫عليه‬ ‫على‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫علىعلى مدار التاريخ وهي تنتج منتجات تجمع بين الجودة والنكهة الذكية‪،‬‬ ‫تقطير‬ ‫عملية‬ ‫خالل‬ ‫عليه من‬ ‫عليه‬ ‫تقطير‬ ‫عملية‬ ‫خاللخالل‬ ‫من‬ ‫عليه‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫تقطير‬ ‫عملية‬ ‫من‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫بحب‬ ‫تحظى‬ ‫أنها‬ ‫المكونات العالجية‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار بخار‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫بحب بحب‬ ‫تحظىتحظى‬ ‫كما أنها‬ ‫كما‬ ‫المكونات‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫ورعايتهم‪.‬‬ ‫منتجيها‬ ‫العالجية كما أنها‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫الطبيعي‪.‬‬ ‫المصطكى‬ ‫بخار‬ ‫على‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫والعطرية‪.‬‬ ‫على‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫يحتوي على‬ ‫يحتوييحتوي‬ ‫‪%100%100‬‬ ‫طبيعي‬ ‫منتج منتج‬ ‫والعطرية‪.‬‬ ‫على‬ ‫طبيعي‬ ‫على‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫والعطرية‪.‬‬ ‫على‬ ‫يحتوي‬ ‫‪%100‬‬ ‫طبيعي‬ ‫منتج‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫مجموعة‬ ‫العالجية‬ ‫المكونات‬ ‫فريدة من‬ ‫فريدةفريدة‬ ‫مجموعة‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫مجموعة‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫العالجية‬ ‫المكونات‬ ‫من‬ ‫فريدة‬ ‫مجموعة‬ ‫والعطرية‪.‬‬ ‫والعطرية‪.‬‬ ‫والعطرية‪.‬‬ ‫والعطرية‪.‬‬ ‫والعطرية‪.‬‬ ‫والعطرية‪.‬‬

‫ً‬

‫ً‬

‫‪GI‬‬

‫الحدث ممول تمويالً مشتر ًكا من قبل اليونان واالتحاد األوروبي‬ ‫ممول تموي ًالً مشتر ًكا من قبل اليونان واالتحاد األوروبي‬ ‫الحدث‬ ‫الحدث ممول تمويالً مشتركا من قبل اليونان واالتحاد األوروبي‬ ‫الحدث ممول تمويالً مشتر ًكا من قبل اليونان واالتحاد األوروبي‬ ‫ممول تموي ًالً مشتر ًكا من قبل اليونان واالتحاد األوروبي‬ ‫الحدث‬ ‫الحدث ممول تمويالً مشتركا من قبل اليونان واالتحاد األوروبي‬ ‫الحدث ممول تمويالً ً مشتر ًك ًا من قبل اليونان واالتحاد األوروبي‬ ‫األوروبي‬ ‫الحدث‬ ‫ممولتمويالً‬ ‫واالتحاداألوروبي‬ ‫اليونانواالتحاد‬ ‫مشتراكامنمنقبلقبلاليونان‬ ‫تموي ًالمشتر ًك‬ ‫ممول‬ ‫الحدث‬ ‫تمويالً‬ ‫ممولمشتر ً‬ ‫قبلواالتحاد‬ ‫اليونان‬ ‫تمويكاالمن‬ ‫الحدث ممول‬ ‫األوروبياألوروبي‬ ‫اليونان واالتحاد‬ ‫قبل ًكا من‬ ‫مشتر‬ ‫الحدث‬ ‫الحدث ممول تمويالً مشتر ًكا من قبل اليونان واالتحاد األوروبي‬

‫‪www.mastiha-fig.eu‬‬ ‫‪www.mastiha-fig.eu‬‬ ‫‪www.mastiha-fig.eu‬‬


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This is both for you and about you. In this section we look at a diverse range of issues and challenges and advise on how best to deal with them.

PARENTING N AT U R E | N U R T U R E | L I F E MOTHER, BABY & CHILD | FEBRUARY 2018 | 23


parenting

OUR FAVOURITE PARENTING QUOTES THIS MONTH… Being a parent evokes the strongest of emotions and fundamentally changes who you are as a person. How best to describe it? Sometimes a great quote sums it up best! Here are our favourite parenting quotes for this month.

The most important thing a father can do for his children is to love their mother, and the most important thing a mother can do for her children is to love their father.” –Anonymous

“ “

If you have never been hated by your child, you have never been a parent.”  –Bette Davis

Parents can only give good advice or put them on the right paths, but the final forming of a person’s character lies in their own hands.”  –Anne Frank

“ “ “

It is easier to build strong children than to repair broken men.”  –Frederick Douglas Children are apt to live up to what you believe of them.”  –Lady Bird Johnson Each day of our lives we make deposits in the memory bank of our children.”  –Charles R. Swindoll

24 | FEBRUARY 2018 | MOTHER, BABY & CHILD

“ 

A child who is allowed to be disrespectful to his parents will not have true respect for anyone.” –Billy Graham



There are only two lasting bequests we can hope to give our children. One of these is roots, the other, wings.” –Johann Wolfgang von Goethe

“ “ “ “ “ “

Don’t worry that children never listen to you; worry that they are always watching you.”  –Robert Fulghum You can learn many things from children. How much patience you have, for instance.”  –Franklin P. Jones Your children need your presence more than your presents.”  –Jesse Jackson Hugs can do great amounts of good – especially for children.”  –Princess Diana Your children will become what you are; so be what you want them to be.”  –David Bly


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parenting

THE GUIDE PREPARING YOUR TODDLER TO START SCHOOL Starting school will be a huge change for toddlers, so it is important to get them prepared and enthusiastic well in advance!

I

t is only natural that a small child would feel anxious about being away from you and around unfamiliar people for the first time. The key to this is to prepare them really well for the school experience, remove any surprises from the equation and get them looking forward to the new adventure. Try our tips: Build up to going to school by arranging lots of play dates, both with new toddler friends in your friend’s homes, or at the park. This will help your little one to become more social and accustomed to seeing new faces away from you. Make sure the play dates include fun activities, so that your child associates enjoyment with being away from you like this. Talk to you child about all the fun they can have with new friends at school and talk about all the great activities they can do there. Visit the schools with your child, so they can become familiar with their new surroundings.

26 | FEBRUARY 2018 | MOTHER, BABY & CHILD

Talk to your child well in advance and regularly about how great school will be and talk through the schedule of what time they have their breakfast, what time they go to school, what they will do, who they will see and what time they will come home. Let your child know they will have their own special lunchbox for school and talk about what you will put inside. Get your child’s ideas about the healthy things they enjoy that you can include in their lunchbox. Reassure your child that if any problems arise at school, you will be there to help resolve them. Make sure they know at least one other child who will be starting the same class, so they can either both go to school together, or meet at the school gates. For further reading, check out the article on the article on ‘Mindfulness’ on page 40.


parenting

28 | FEBRUARY 2018 | MOTHER, BABY & CHILD


HOW TO TALK TO KIDS ABOUT

STRANGER DANGER By Hala Khalaf

Dr Sarah Rasmi, a licensed psychologist, guides parents on how to effectively communicate the dangers of talking to strangers without scaring their children.

H

ave you had the ‘don’t talk to strangers’ conversation with your children yet? Or have you, like many parents in the UAE, said to yourself that there’s no need to scare the kids, especially since we live in a place celebrated for being a haven of safety? The danger, unfortunately is very real and present. Last month, a Canadian mother visiting Bollwoodland at the Dubai Parks and Resorts with her family got into an altercation with a 35-year-old man because of the way he had spoken to her five-year-old daughter. “He was asking her personal questions and then told her to come with him, and when my daughter refused, he asked her why. She said she didn’t know him, and he told her she could get to know him, and if I hadn’t intervened at that moment, he might have convinced my daughter to accompany him,” says the mother, who wished to remain anonymous. Back in October, Jordanian parents found their nine-year-old daughter terrified and sobbing in the corner of a toy store. She had been browsing through the aisles, with her parents only a few metres away, when one of the store’s employees approached her and told her he would teach her yoga in a corner of the store. He then groped the girl and made her touch him in return, retreating only when she began sobbing and calling for her parents.

And only a few months ago, a man attempted to abduct two students outside of GEMS Wellington School in Dubai. “Parents need to be more vigilant about the need to constantly talk about stranger danger with their little ones,” says Hanadi Al Yafei, Director of the Supreme Council for Family Affairs an Head of the Organising Committee of the Child Safety Campaign. Last month, the council together with Sharjah Police carried out a social experiment in which a team of psychologists approached 26 young children in an attempt to lure them away with promises of games, presents and candy. Half voluntarily walked away with strangers, indicating that often, children in the UAE are simply not brought up to say no to strangers. And although it’s a crucial conversation to have with your little one, it could completely backfire if you end up scaring children with the idea of “stranger danger” when trying to get the message across, explains Dr Sarah Rasmi, a licensed psychologist and managing director of the Dr Sarah Rasmi Wellness Centre. “It’s important that we avoid fear tactics, because we don’t want our kids to feel that every time they go out of the house, some tricky, mean stranger is going to try and lure them away,” says Dr Rasmi. “These tragedies do happen but children are much more likely to be victimized by somebody that they know. MOTHER, BABY & CHILD | FEBRUARY 2018 | 29


parenting

Statistics show that perpetrators of abuse, including sexual abuse, are most likely to be people that we know as opposed to strangers, so that’s a really important message to drive home to parents.” So instead of scaring children with tales of evil strangers out to get them, Dr Rasmi suggests the following tactics, which will give children the tools to identify difficult situations. Empower Kids to Listen to Their Own Bodies “We all have physiological responses to when something doesn’t feel right, we all have our instincts and our intuitions, and when we are placed in a situation that doesn’t feel right, what happens is our bodies sends us signals through the flight or fight response,” explains Dr Rasmi. Parents need to teach children to trust their intuition and to listen to their body. She suggests reading The Right Touch by Sandy Kleven, which she has read to her own children, and which helps differentiate between what might be a right touch and what is considered a wrong touch. Teach Kids How to Say No and How to Yell “One of the ways to do this, especially if you have timid kids, is to role play with them about certain situations,” says Dr Rasmi. “So for 30 | FEBRUARY 2018 | MOTHER, BABY & CHILD

instance, when children have to go into a public bathroom by themselves, role play what would happen if somebody approached your child, see how would they say no, teach them the importance of yelling at a stranger and being assertive, advise them to reach out to a mom who has children.” Listen Without Judgement or Reaction How you respond to your child when they tell you about an awkward situation is key, says Dr Rasmi. “No matter how taken aback we are by what our kids are telling us, it’s important to not doubt them in that moment because we want them to feel that we are a safe place and a trusted person, when they do have this feeling they can come and talk to us and that’s an important thing in general because communication is one of the hallmarks of relationships.” There are No Secrets “We shouldn’t get into the habit of telling our kids secrets,” says Dr Rasmi, “because one of the things that perpetrators will do, especially if the perpetrator is a trusted adult, they will tell the child, ‘This is our secret.’ So we don’t want to normalise this whole concept of secrets because then your child will be less likely to come and tell you about the incident.”

DR SARAH RASMI

Psychologist


parenting

ARE YOU OVERREACTING? Every mother and father can think of a time when they have shouted at their child or become angry at their behaviour and regretted it afterwards. But do you regularly over-react?

I

f you have noticed that you are quick to reach boiling point and you react in an excessive way when your children misbehave, and have even been told that you’re overreacting, this can be a strong sign that you need to consider making some changes. Here are some tips to see if you overreact, and suggestions as to what you can do about it. Be Aware of Yourself How does your body feel? Tense? Hot? Are you sweating? Is your heart racing? This means you are probably reacting too strongly to the situation. If so, go to the next point and ‘just stop.’ Just Stop Make sure your kids are in a safe situation and remove yourself from the situation for a few moments. Take a few minutes and focus on your breathing. If you need to walk away for a moment, do so and tell yourself: “I need to handle this better and more calmly, to get a better result for all of us.” Calm Down Take a few moments to let your emotions calm and re-balance. Remember how unfair and destructive it is to have an angry outburst at your children if the real problem is coming from you. Do talk to family, friends or a counsellor – there is nothing to be ashamed of and it is a brilliantly insightful thing to look at your behaviour and want to make changes.

Quick techniques to calm yourself in less than a minute: 1. Tense all your muscles as tightly as you can for 10 seconds, then slowly relax them for a count of 10 seconds. Repeat three times.

2. Play your favourite song – pick the one that is loaded with great memories! 3. Make a phone call – talk to your partner, a friend or colleague who will listen to you get it off your chest.

32 | FEBRUARY 2018 | MOTHER, BABY & CHILD

MARHABABY


Y_Print ad_MBC_BOX_ORDER_02.indd 1

26/09/16 13:04


parenting

THE EFFECTS OF COMPUTERS ON KIDS

There is no doubt that all children need to be computer-savvy in today’s technologydriven world – but are we getting the balance right?

34 | FEBRUARY 2018 | MOTHER, BABY & CHILD


T

he use of computers is now an indispensable part of the mainstream school curriculum, but we have to remember that the way a child’s brain, cognitive function and skills develop requires other habits and practices too, such as creative play, exposure to the outdoors, exercise, interaction with other children, and so on. At the same time, today’s parents are under more pressure than ever before to provide their children with the latest in computer technologies. “We need to strike a healthy balance,” says Kay Marham, Editor of Mother, Baby & Child. Children use computers to play games, do school work, communicate with their with friends, watch movies, listen to music and generally entertain themselves. According to researchers in North America, 31% of children aged three and younger are already using computers. But is this a good thing?

Do Computers Really Help with School Performance? Researchers have found a small but significant association between home computer use and improvements in their child’s academic performance. But there is no definitive body of evidence that computer use improves academic achievement. An undisputed benefit of computer-based technologies is their role in helping children with special needs. Children who cannot participate in traditional educational programmes because of specific learning disorders, emotional problems, speech and hearing impairments, blindness, and even severe physical disabilities, have all been helped through computer technology.

Many parents are often unaware of the extent of violence in the games their children are playing on a regular basis.

Generally speaking, the risks associated with children's computer use are due to either when they engage in inappropriate activities or simply spend too much time at the computer, at the expense of other activities.

Researchers at Iowa State University found that playing violent games increases children's aggression and hostility, as well as desensitising them to violence. Increases in aggression have been shown to seep into situations beyond playing the video games themselves.

Computer games for children are becoming increasingly violent. Not surprisingly, kids prefer competitive aggressive games over games that encourage positive pro-social behaviours.

One of the greatest risks associated with children's excessive use of computers is the replacement of other essential experiences. Computers are mesmerising. Some researchers

The Downsides of Computer Use

MOTHER, BABY & CHILD | FEBRUARY 2018 | 35


parenting

suggest that spending a disproportionate amount of time on any activity hampers a child's social and educational development. Too much computer use denies a child live contact with friends, family members, normal healthy play with other children, teachers and nature. Communicating primarily through the Internet shuts kids off from the essential skills of conducting healthy relationships.

Supervising Your Children’s Computer Use Research on the impact of children's computer use is still in its early stages. However, most parents are intuitively aware of the effects or changes in their child when they are spending too much time at the computer. Child psychiatrist, Dr. Arlette Lefebvre, goes beyond recommending that parents supervise their children. She urges parents to actually participate in their children's online journeys. "You really do need to become familiar with the digital forces shaping your children's futures," she says. 36 | FEBRUARY 2018 | MOTHER, BABY & CHILD

OUR TOP TIPS • Limit your child’s computer use to 1-2 hours per day. • Ban computers, tablets, phones, iPads and other devices at meal times and other family times. • Encourage your child to discover other experiences from the earliest age, such as activities and exercise.


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Education doesn’t just mean school, as there are many ways to learn and a huge range of issues explore. This section is all about learning and teaching – in all its forms.

EDUCATION

LEARNING | DEVELOPMENT | PERFORMANCE MOTHER, BABY & CHILD | FEBRUARY 2018 | 39


education

40 | FEBRUARY 2018 | MOTHER, BABY & CHILD


MINDFULNESS IN EDUCATION

STARTS AT HOME By Hala Khalaf

Education is not just a process that happens at school. As a parent, you can help equip your child with ‘mindfulness’ techniques that can greatly help their focus and performance in class.

‘M

indfulness’ is a modern buzz word that, over the past few years, has edged itself into every facet of living. Interest in the concept and application of ‘mindfulness’ is not only showing no signs of slowing down, it is gathering pace. It has been assimilated into the corporate world, applied to workouts and relationships, entrenched into the way we approach food and eating, and is even attached to breathing techniques. Nowhere, however, has mindfulness - the idea of being present and aware of our thoughts and feelings as they arise in the moment shown itself to be more useful than when it is applied in education and taught to children at a young age. So what exactly is mindfulness? In simple terms, it is the practice of learning to pay attention and has its basis in brain science and neurology. It helps children to increase their attention span, their compassion and empathy, their academic performance and their sense of purpose, among many other things. In fact, if mindfulness was taught as a natural part of children's lives, both at home and at school, the world would become a more loving, peaceful and calmer place to live in, believes Helen Williams, a counsellor and psychotherapist. Director of MindfulME in Dubai (www.

mindfulme.me) and Editor of Consistent Parenting Advice (www.consistent-parentingadvice.com), Williams says that mindfulness teaches children how to notice their reactions, understand them and go on to choose a more considered response. “Mindfulness practices that encourage children to be compassionate towards themselves and others, to practice selfkindness, self-comfort and self-soothing greatly help children to be more in control of their difficult emotions and to be self-aware,” she says. “Teaching loving kindness as a practice enables children to be more aware of the impact of their behaviour on others, and to be less self-judgmental and self-critical.” Schools across the UAE are beginning to appreciate the importance of teaching mindfulness both to children and to teachers, in order that teachers may incorporate the practice into their classroom and their interactions with children. At the Greenfield Community School (GCS) in Dubai, two mindfulness rooms were set up to help students re-centre themselves and grow as individuals, while focusing on all things positive. "Practicing mindfulness has profound impacts on children's health and overall wellbeing," says Rola Ghadban, the Mindfulness and Well-being Coordinator at GCS and MOTHER, BABY & CHILD | FEBRUARY 2018 | 41


education

GEMS American Academy in Abu Dhabi teaches mindfulness to its school body, and psychologist and mindfulness educator Anna Kaminski is using the practice of mindfulness to help students with special needs at Raha International School. “It’s important to make mindfulness available to children, because it works,” says Kaminski, who has written two children’s books that are centered around the theme of mindfulness - Mrs K Begins Again, which deals with resilience and introducing breathing techniques; and I Think I Can’t Sleep, which looks at thought awareness and introducing body scans techniques to calm thoughts and help children fall asleep (both available on Souq.com). So how best to teach children about mindfulness, and have it better incorporated into education and everyday life, both at school and at home? You Need to Learn it First Mindfulness begins with the teachers and parents, says Williams. “Having a daily mindfulness practice and living a daily mindful 42 | FEBRUARY 2018 | MOTHER, BABY & CHILD

It's important to make

Mindfulness available to children, because it works

the mastermind behind the project. "In my classrooms, I have seen how a daily mindfulness practice can help our students' mental clarity, their emotional intelligence and help to improve their focus.”


with stress, through instilling a relaxation response that is a direct result of breathing practices. “This creates a significant impact on physical health and emotional wellness, and on children’s ability to focus and concentrate on what is actually happening, as it happens,” she says. “Many children struggle with quite high levels of anxiety and fear, so learning ways to de-stress, relieve anxiety, manage difficult emotions and have the space to settle into calm will greatly assist learning.” You Need to Use Different Approaches to Mindfulness “Mindfulness practices can be taught as meditations, breathing exercises, fun games, written exercises, or physical practices such as mindful walking and musical experiments,” says Williams. In fact, there are numerous, different and interesting ways to introduce the practice to children. “Anything that sparks attention, encourages focus, is experienced as enjoyable and bears the fruit of embodied calmness, which is measurable through personal experience, encourages mindfulness to be a natural space throughout the day.”

life as teachers, school administrators and educators is the best way to establish and incorporate mindfulness into the classroom,” she says. “Teachers who live with a practiced understanding for themselves are far more able to teach by embodying and mirroring the teachings as a lived experience.” GCS is on the right track; students visit the mindfulness room several times a week to practice various mindfulness and meditation techniques. As for home life, “ideally, parents should also have the opportunities for learning how to live mindfully so that children are being constantly supported with this in their learning environment,” says Williams. You Need to Believe In It Countless studies have shown it works, stresses Kaminski. It’s certainly not a treatment, or a magic pill, but it is nevertheless a revolution in mental health. Williams says it can change our relationship

You Need to Keep At It “Regular short mindfulness breaks exercised throughout the day as a normal part of the daily routine and curriculum would be ideal to support children towards awareness of themselves, their environment and the present moment,” says Williams. Want to Try Mindfulness for Yourself? This is an exercise you and your child can do together: At bedtime, teach your child to be aware of their breath. As they are stretched out in their bed, place your hand gently on their tummy and ask them to make it rise and fall. Explain to them that this process supplies their heart, mind and body with vital oxygen and that breathing also helps get rid of waste and toxins. Talk about what their body feels like when they breathe. Ask them to hold their breath and discuss how that makes them feel. This exercise connects your child to the power and significance of their breath, something we don’t think about, consider or are aware of despite doing it over 20,000 times a day. Learning to work with the breath is also key in managing stress. You are giving them, as well as yourself, body awareness. MOTHER, BABY & CHILD | FEBRUARY 2018 | 43


education

FEATURED PRINCIPAL

JULIE DEAN Centre Director, Blossom by Babilou

“All children deserve the best start in life, and I therefore continuously strive for excellence in early years education,” says Blossom Centre Director, Julie Dean. Julie holds a CACHE Level 3 Diploma in Childcare and Education, which she completed in the UK before going to Liverpool Hope University in England to complete her BA Honours Degree in Early Childhood Studies and Health. She also completed her Masters’ Degree in Psychology due to her interest in Child Psychology and Brain Development. Julie went on to complete her Early Years Professional Status (EYP) in Edge Hill University in the UK. She explains: “I have worked in Early Years for 10 years, starting my career in the UK as a Nursery Nurse working with children from six weeks to five years old. During this time I had five years experience in nursery management. Before moving to Dubai, I was working as a Nursery Cluster Manager, managing two nurseries in the UK.” “I have been working with The Blossom by Babilou Nursery for almost six months and I really cherish the values of the Blossom mantra, which is ‘Believe, Achieve, Become.’ I am new to Dubai, having moved here in the Summer 2017, I find that the diverse multicultural community here is really special and provides children with a breadth of experiences to set them up for their life ahead,” she adds. 44 | FEBRUARY 2018 | MOTHER, BABY & CHILD

Can you tell us about the nursery curriculum and how it differs from other schools? We use the EYFS British Curriculum with Skygarden Influences, which is learning through the five senses, touch, taste, smell, hear and see. We have Skygarden baskets in each classroom which are filled with holistic and recycled resources to promote curiosity through all of children’s senses. We approach the seven areas of the EYFS, focusing on the three prime areas first to promote confident and independent learning in the children. The 3 prime areas of the EYFS are:


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Communication and Language; Personal Social and Emotional Development; and Physical Development. We focus on developing children’s personal social and emotional development through our warm and stimulating environment and caring staff, who encourage a sense of self with children through their close attachments as care givers in their classrooms. Also, we are an integrated nursery that uses the Montessori and Reggio Emilia methods throughout nursery provision. How do your teachers keep young children engaged while learning? The teachers start by getting to know the children’s interests and their personalities to influence how the planning is delivered to individual children. We have additional stimulating zones around the nursery other than the classrooms to engage the children in learning in a variety of places. We have a sensory room, a library, a soft play area and an outdoor area which features our very own vegetable garden. What facilities are you particularly proud of that support the educational achievements of the nursery? We are ECO friendly in our approach and we have a lot of recycled resources around the nursery, such as colourful tyres to practice balancing in the garden. Our sensory room is stimulating with recycled bottles and other

recyclable materials. Our outdoor area is accessible from all classrooms and features communication friendly spaces, places for children to move freely and learn about estimation and balance on our climbing equipment. Children can dig and delve in the sandpit and use mark making materials to practice their gross motor skills outside of the classroom. We offer facilities such as swimming pools and gym areas that are age appropriate. What do you think is the most important aspect of early years education? I think it is important for children to be confident and resilient learners, everything we do at Blossom by Babilou Education supports this. What is the key to the enjoyment of learning for young children? Children should learn through play. The key of enjoyment in learning is children being comfortable in the setting with a developed sense of self through our promotion of their confidence and self-esteem, and they enjoy play through all of the different ways we make learning exciting. 10 locations across Dubai 800 NURSERY (687 7379) enrolbabilou@babiloueducation.com

MOTHER, BABY & CHILD | FEBRUARY 2018 | 45


education

ASK THE EXPERT Amy Reeves is a passionate KG1 teacher, who thrives on creating a class that includes plenty of new activities for children to try out to build their confidence and independence.

A M Y R EEV E S KG1 Teacher North London Collegiate School, Dubai

What motivated you to become a teacher? When I was at university I volunteered for a charity that offered weekends away to children who could not afford trips. It made me realise how much I enjoyed working with children, how privileged it felt to become their role model and just how happy and motivated I felt in that environment. Who was the teacher that inspired you the most when you were a student and why? My English teacher at high school introduced me to the classics and books I never dreamt of reading. She gave me the space and time 46 | FEBRUARY 2018 | MOTHER, BABY & CHILD

to develop my own love of reading and writing, then nurtured it and challenged me. Her enthusiasm and passion for the subject is one of the reasons that English is still one of my favourite subjects today. What do you like most about teaching? I love that every single day of my job is different and that you can never be completely prepared for what is going to happen. I thrive under pressure and I enjoy having to think on my feet. However, it is the joy and pride you see on a child’s face when something just ‘clicks’ that keeps me teaching.


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How is teaching in the UAE different from your home country? I love the strong sense of tradition that comes from teaching in the UAE. It was amazing to celebrate National Day with my class and teach them about the history of the UAE, using songs, dances, food and personal experiences of families in my class. Despite only being four and five years old, it gave the children a sense of ownership for the place they live in and made them proud to live here. How do you deal with children who learn most effectively in a non-traditional way? I think it is important to know the children in your class and understand how each of them learns, in order to adapt your teaching. Giving children the flexibility to explore and enquire, allowing them to think for themselves and take responsibility for their own learning is effective. Having opportunities to learn through real-life

contexts gives children the motivation and confidence to achieve, whichever way they feel is the most effective for themselves. What do you tell your incoming students in their first back-to-school class at the start of each year? I tell them that it is okay to make mistakes. The most important thing is to try their hardest. I like to tell them to go home each day and think of something they can say they have achieved that day, however small or minor they think it might be. The academics are very important, but I also like children to think of their successes in music, sport, drama, or even just trying something new at lunch time! For further information: +971 (0) 4319 0888 http://www.nlcsdubai.ae/ /NLCSDubai MOTHER, BABY & CHILD | FEBRUARY 2018 | 47


education

TEACHER'S PROFILE

AMY LENTON Kings’ School Al Barsha Why and how did you get into teaching? This was when I began teaching swimming to people with a range of ages and abilities, from toddlers through to adults. It was here that I felt the buzz when helping a child achieve something they couldn’t previously do, and seeing them improve each week. It is a very special feeling knowing that when a child moves up to the next year, they have learned something about themselves and the world because of the year they spent with you. What is exciting about your role? You are seeing the world through young eyes – both the laughter and the light bulb moments. The moment when a child understands, when that look of realisation that they have cracked something dawns on their face. This is incredibly exciting because they now believe that they can do it. What is challenging about your role? Challenges are always there, but if you care and demonstrate your passion it usually works out. If you keep your head high and a positive mind-set whilst juggling different tasks, the children will continue to enjoy learning and continue to develop day by day. This makes every challenge worth it. What has been your greatest achievement over the course of your career? This is leading a brilliant team of six classes at Kings' School Al Barsha. My team and I work together to create exciting learning opportunities 48 | FEBRUARY 2018 | MOTHER, BABY & CHILD

and share a palpable enthusiasm for learning every day. I love following an idea through and, along with my team, we come up with as many ideas as possible to drive the learning forward and make each term different and constantly exciting. How do you get students interested in the subject you teach – have you found an innovative way to engage students? I think learning should be purposeful, fun and engaging for children of all ages. I strive to provide varied and exciting lessons in my classroom that allow children to relate to learning and link their thinking to the outside world. Enthusiasm and passion also go a long way in engaging children. To apply for a place at one of our Kings' Schools, visit us at: kings-edu.com/enquiries.

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LIMITED SPACES AVAILABLE FOR YEAR 5 AND 6 WITH GUARANTEED SECONDARY SCHOOL PLACEMENT AT KINGS' SCHOOL AL BARSHA.

JOIN US TODAY AND EXPERIENCE HOW WE ACHIEVE THE BEST BY EVERY CHILD

For further Foundation Stage and Primary places come and visit our sister schools, Kings’ School Nad Al Sheba and Kings’ School Al Barsha. To find out more about applying to Kings' School Dubai contact the Admissions Registrar at registrar@kingsdubai.com or telephone: +971 4 348 3939

THE BEST BY EVERY CHILD


education

LETTER FROM THE PRINCIPAL

ALAN WILLIAMSON

Director of Kings’ Education & Principal at Kings’ School Al Barsha

Dear Parent,

WHAT SETS KINGS’ SCHOOLS APART? At Kings’ Schools we teach our children to become effective, enthusiastic and independent lifelong learners, able to adapt to challenges and thrive in a fast-moving, modern world. What sets us apart is not only our inspiring, passionate and highly qualified staff, worldclass facilities and educational track record, but also our guiding principles through which we strive everyday to do the best by every child. Our approach to delivering the highest standards of education is rooted in our British heritage and international perspective. We treat each child as an individual, crafting personalised pathways to ensure they get the most from their exciting learning journey. As one of the foremost international schools groups in Dubai, our family-led community is as diverse as the nation it proudly represents. British families are still the overwhelming 50 | FEBRUARY 2018 | MOTHER, BABY & CHILD

majority with more than 60 other nationalities represented. While our academic approach is predominantly based on the UK education system, at Kings’ we embrace an international educational culture by adapting the best aspects of global learning. Kings’ Dubai continues to be the longest standing ‘outstanding’ school in Dubai. Our foundation, primary and secondary schools share an impressive record of academic achievements and progress. We understand that in a highly competitive world your children need the very best start in life. To make this a reality we hand-select the best teachers from around the world individuals who we are confident will nurture, develop and provide your child with world-class learning opportunities within the context of strong pastoral care. At Kings’ we do things differently. This isn’t a


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marketing cliché but refers to the way we place emotional intelligence at the heart of everything we do. Happy children are successful individuals and we work hard to infuse a love of learning within a supportive, challenging and inclusive environment. This still results in strong attainment but without undermining the importance of wider student achievement.

learning is fundamental. Respect for each other, the outcomes of their learning and their environment are essential. Progress and academic success go hand in hand with fun, and we are very hands-on when it comes to ensuring our children are equipped with the right skills and learning tools while monitoring their wellbeing and rewarding achievement.

Learning behaviours are also a key focus at Kings’ from collaboration, critical thinking and enquiring minds to emotional intelligence and leadership. Teaching children to think for themselves and flourish in a technologically advanced society, we know that effective communication, working with others, problem solving, risk taking and overcoming challenges is part and parcel of being a Kings’ learner.

I feel personally honoured and privileged to be at the helm of such a wonderful group of schools. However, beyond the essential importance of leadership, it is our children, learning professionals and parents that collectively shape, support and deliver the Kings’ vision. Together, we continue to develop and inspire our young learners to become the leaders of tomorrow.

We believe that everyone in school should be a role model to others, right from the youngest members of our community. Achieving results the right way while enjoying

To apply for a place at one of our Kings' Schools, visit us at: kings-edu.com/enquiries

MOTHER, BABY & CHILD | FEBRUARY 2018 | 51


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We never forget that our readers are modern women as well as mums, so you’ll always pick up good living tips here and remind yourself it’s okay to be you!

GOOD LIVING F A M I LY | F A S H I O N | L I F E S T Y L E

MOTHER, BABY & CHILD | FEBRUARY 2018 | 53


good living

USING MUSIC TO

HELP CHILD DEVELOPMENT By Hala Khalaf

Experts agree that introducing children to music in their early years helps them to speak more clearly, develop a larger vocabulary and strengthen their social skills. We talk to Lisa Irwin, Co-founder of Music Monkeys, to find out more about her work in this area.

E

xposure to music in early childhood helps with everything, from thinking and language development, to motor coordination and emotional intelligence. As an early childhood educator and teacher herself, UK-born Lisa Irwin was aware of these facts. Still, when she decided five years ago to start hosting music and movement classes for toddlers and preschoolers in her children’s playroom once a week, it wasn’t to intentionally bring musical education to the masses. It was mostly for the benefit of her son. “My son Noah was two at the time,” says Irwin. “He was really musical and there were no ‘mummy and me’ type of music classes anywhere near where we lived in Abu Dhabi at the time.” When her first son, Finlay was only a few months old, Irwin used to take him to Rhythm Time classes in their local village hall in the UK, where he was born. “I absolutely loved socialising with the other mummies,” she remembers. “Finlay and I really enjoyed those classes and I wanted that same experience with all my boys. So I thought, why don’t I start doing these myself, for Noah?” She invested in some basic, high quality instruments: drums, xylophones, bells and shakers. She bought fresh batteries for her bubble machine, and dusted off a colourful 54 | FEBRUARY 2018 | MOTHER, BABY & CHILD

parachute. She planned out her lessons - the sessions are either 30 minutes or 45 minutes, depending on the age group she was catering for - and she invited seven of Noah’s little friends over to move, shake and dance in her Raha Gardens home. “There was lots of interest and I ended up adding classes, until I was doing nine classes a week, all from the playroom,” she says. She quickly realised the only way to stop turning people away was to acquire a license and launch as a business, which I called Music Monkeys. Irwin hired her first instructor, friend and next door neighbor, Bethany Lowe, who today is Irwin’s business partner and codirector. “We began with classes in a room at Zayed Sports City and just grew from there.” Fast forward five years, and today, Irwin’s Music Monkeys has long since outgrown a single room. Today, Irwin is also a mother of four boys - Noah is now 7, his older brothers are Finlay, 10, Ollie, 9, and little Henry, who will turn 3 soon. Irwin’s music project has now become the UAE’s leading provider of structured and interactive music and movement classes for little ones and their carers, catering to babies from the age of three months to little ‘monkeys’ age four years old. Music Monkeys is now a full-blown company, with Irwin and Lowe heading a team of 16

LISA IRWIN


instructors - 10 in Abu Dhabi, five in Dubai and one in Al Ain, introduced just last month - and conducting 55 themed music sessions, six days a week in numerous venues across the country. For several years now, they have been offering an EYFS-based music curriculum to nurseries, taught by their experienced instructors, as well as providing entertainment for birthdays and special parties. “Every decision surrounding Music Monkeys came from asking myself, ‘What would I want as a parent?’ and then taking it from there,” says Irwin. That meant slow and steady growth, high quality instruments that include everything from light wands and puppets to castanets and cymbals, a fun curriculum that changes every few months based on a theme such as animals, transport, movement, body parts and so on. We always including stalwart favourites when it comes to songs and rhymes, as well as continuously introducing new music to keep things fresh and interesting. And, most importantly of all, affordable fees.” “Our success goes back to never skimping on quality but staying affordable, and hiring amazing fun-loving instructors full of energy. Slowly, we have learned that holding our classes at respected play centres, rather than standalone halls or rooms made sense, and we never hold a class without popping bubbles and engaging in parachute play,” says Irwin.

Growing the business quickly wasn’t the end goal. After all, she’s a mother of four who still does 90 percent of school drop offs and pickups. “It’s all about organisation and having schedules and timetables everywhere,” she says of the juggling act. Her mantra is to always keep her eyes on Abu Dhabi, where it all started, while helping Dubai’s classes continue to grow and establishing a real presence in Al Ain. Next steps may well involve taking Music Monkeys regional, maybe to Oman or Bahrain. “Our biggest challenge is that this is such a transient place, so we keep losing our amazing instructors and are always hunting for new ones with the right type of background - either in early childhood education or music, or both - to join our family,” says Irwin.

Music Monkeys leads a total of 55 classes for children age 3 months to 4 years old, in 10 venues in Abu Dhabi, six in Dubai and the Cheeky Monkeys play centre in Al Ain Mall. Most are morning sessions, but afternoon and weekend session are available as well. For further information, class schedules and bookings: contact@musicmonkeys.ae musicmonkeys.ae MOTHER, BABY & CHILD | FEBRUARY 2018 | 55


good living

THE POWER OF

FAMILY MEALTIMES Sitting down to a family meal times together may seem like a ‘nice to do’ activity occasionally, but experts agree that a regular routine of family mealtimes provides powerful benefits.

56 | FEBRUARY 2018 | MOTHER, BABY & CHILD


W

ith busy working schedules in this region, sitting down as a family to eat a meal is not as common as it is in other countries. But… did you know it is one of the best tips for avoiding or overcoming fussy eating in toddlers? If you could make the effort to sit down together even at the weekends, it will be of huge benefit to your children’s eating habits and social development. Eating together as a family has been shown to have multiple benefits for all involved and not only from a nutritional perspective but

in many other aspects as well. By turning off any TVs, laptops, tablets, phones etc. and sitting down as a family, you have the perfect opportunity to interact and bond with each other. Research has shown that family mealtimes can also boost children’s vocabulary even more than reading stories to them. From a nutritional point of view, research shows that children who experience family meal times regularly consume more vegetables and fruits and fewer soft drinks. MOTHER, BABY & CHILD | FEBRUARY 2018 | 57


good living

Studies also show that children are less likely to be overweight and obese in their teenage and adult years if they regularly sit down for family meals at the toddler stage. Why? Because toddlers copy their parents and siblings when it comes to the foods they eat, so by sitting down as a family it will be easier to get them to eat the foods you want them to. Remember to lead by good example though! You may also notice that your toddler will have a preference for using their hands to eat over using their cutlery, which is absolutely fine and natural. It will get messy, but this kind of messy is good! Allow your toddler to explore the feel of different foods with their hands. If your toddler is going through a fussy eating phase it can sometimes help to leave bowls of food in the centre of the table and allow them to pick what they want. It is important that you just cook one meal for the whole family. If there’s salt, sugar, stock, gravy, soya sauce or any other sugary/ salty condiments in the meal just make sure to remove your toddler’s portion first before you add these. Try not to offer alternatives to your toddler if they don’t eat the meal you’ve prepared as they will get into a habit of this 58 | FEBRUARY 2018 | MOTHER, BABY & CHILD

and will never eat what you want them to. Even though it can be hard at first to not give them an alternative, fearing they will starve, don’t worry, they will not! And they will learn their lesson for the following day. Keep the dinner table a happy, relaxed environment – which can be difficult if your toddler refuses to eat the lovely meal you’ve just prepared. Try not to make a fuss or a big deal if they don’t eat their meal and just quietly take the plate away after about 30 minutes. If your toddler sees you getting angry and shouting they might associate meal times with this less happy feeling and it may be even more difficult to get them to sit down and eat their meal in the following days. Some toddlers on the other hand may actually like the attention that they are getting for not eating their meal and they will therefore continue to refuse their meals in the future. Just remain calm and consistent and always provide a wide variety of foods for them to try. They especially like bright colours, so make the most of coloured capsicum strips, carrot strips and fruits like strawberries. Making the effort to sit together as much as possible at the dinner table and the long-term benefits and memories will be worth it.


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good living

BRAIN FOOD: NUTRITION FOR PERFORMANCE

The food choices you make for your children can have a huge impact on how they function and perform at school. This is a run-down of the foods you should consider…

Water

Plenty of water is needed to keep the brain hydrated. When children drink water throughout the day and during exams they demonstrate their best thinking and creativity. Encourage your child to keep a water bottle on his or her desk. When people see water, they tend to drink more. Drinking water regularly keeps students minds sharp and clear. Even mild dehydration affects brain function. The brain is 75% comprised of water. Cognitive ability depends on proper hydration. Proper hydration cannot be achieved with sodas and other sugary drinks.

Choose breads and cereals that contain whole grains. Brown rice, whole wheat, barley, oats and other whole grains support brain function. They contain vitamins that increase blood circulation and your child’s memory. They also release glucose at a steady rate so that the pancreas doesn’t have to work overtime to provide excess insulin. This keeps the brain supplied with a steady flow of glucose and avoids the peaks and valleys of sugar rushes caused by refined foods. This improves alertness, concentration and memory. B vitamins in whole grains support the nervous system.

Berries

Wholegrains Blueberries, blackberries and strawberries are high in antioxidants, which protect the brain from neurological damage. They also improve communication between brain cells. These berries protect the brain and promote strong cognitive function.

60 | FEBRUARY 2018 | MOTHER, BABY & CHILD


Vegetables

Aim for your child to eat five to eight servings of vegetables every day. Vegetables are high in the antioxidant protective vitamins C, beta-carotene, and vitamin E. They protect brain cells from damage. Lean towards dark green leafy greens like spinach and other greens, carrots, kale, broccoli, and brightly coloured vegetables like red cabbage, sweet potatoes, pumpkin and tomatoes. These vegetables are important brain foods. They are especially packed with fuel for healthy brain function.

Nuts & Seeds

A variety of nuts and seeds help to enhance brain function. Walnuts, cashews, almonds, pecans, peanuts, pine nuts, pistachio nuts, pumpkin seeds, sunflower seeds and flax seeds all contain essential fatty acids. Sunflower seeds also contain an important amino acid that helps to keep the brain alert. Nuts and seeds increase clarity and enhance mood, creating an attitude that is ready to learn. Nuts and seeds travel well and make a great quick snack between classes. The quality of foods you serve your child significantly affect their behavior and performance in school. These foods not only provide your child with the nutrients needed for optimal brain function, they will also help with development and general good health.


good living

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BABY’S CLOSET Babyshop 1 AED 77 2 AED 42 | Desigual Kids 3 AED 139 | Mamas & Papas 4 AED 59 each 5 AED 169 7 AED 249 Okaidi Obaibi 6 AED 99 8 AED 119 62 | FEBRUARY 2018 | MOTHER, BABY & CHILD

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Real life health stories, the latest in nutritional insights, family wellbeing and our top health tips this month.

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health

LITTLE HEROES: BABY OMAR’S STORY This is the story of gorgeous Emirati baby, Omar, whose life was saved by a pioneering heart technique at Great Ormond Street Hospital (GOSH) in London.

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O

mar was born premature at just 30 weeks with growth restriction and low birthweight. He was found to have Shone’s complex, a rare congenital heart disease which means he has defects in the left side of his heart. He underwent an initial surgery to fix this problem, which resulted in complications that meant Omar had to stay in a local neonatal intensive care unit receiving daily care and dependent on a ventilator for months so he could grow. With Omar needing specialist treatment, he was transferred to Great Ormond Street Hospital in London (GOSH), which treats over 1,500 children from the Middle East every year for rare and complex conditions. Dr Robert Yates, Consultant and Honorary Lecturer in Paediatric and Fetal Cardiology at Great Ormond Street Hospital for Children in London (GOSH) tells us more about Omar’s story. What is the role of the Paediatric Cardiologist? A paediatric cardiologist undertakes the diagnosis and care of children with heart problems, usually congenital – that is when heart conditions are present from birth. In some cases, paediatric cardiologists will also look after children who have acquired heart conditions, and manage these conditions throughout childhood; including before birth (in

antenatal diagnosis), as well as in adolescents when they passed onto adult congenital cardiac services. GOSH treats over 1,500 children from the Middle East every year for rare and complex conditions. Could you give an example or examples of such a condition and how they are diagnosed? Great Ormond Street Hospital for Children in London (GOSH) treats children, not only with heart problems, but with other complex problems such as respiratory problems, metabolic problems and different types of cancer. From a cardiac point of view, the children who are referred to GOSH tend to be the children who have extremely complex heart diseases, for which the prognosis is worrying, and the expertise needed to treat them is not just related to the cardiac condition, but often related to other systems as well. The combination of such problems is very difficult to manage and often takes a long time with long periods in hospital. GOSH is well equipped to treat children with multiple or complex conditions because we have over 60 specialities and sub-specialities on one site. What kind of start in life did baby Omar experience? Baby Omar struggled primarily because he was born prematurely. As such, he had the usual problems associated with prematurity. MOTHER, BABY & CHILD | FEBRUARY 2018 | 67


health The major problem initially being his premature lungs, which meant he needed ventilation on a breathing machine. Once that problem was established, it was also noted that he had features to suggest he had heart problems as well and a diagnosis of congenital heart disease was made with a number of different problems in Omar’s heart. The structures of the left-hand side of the heart were small and the combination of problems again meant that treatment for Omar was extremely difficult. What kind of treatment options were available to him in the UAE? Omar needed a series of operations, the first of which was very well undertaken here in the UAE. They managed to operate on a very small baby doing a complex operation to open up a narrow main body artery called the aorta, which was a successful operation. The problem for Omar was that there were other problems in his heart and the team of paediatric cardiologists and surgeons felt that they lacked the expertise to be able to do the additional surgery on a child who was so small. How did baby Omar come to your attention? First of all, his mother managed to find my details contacted me directly. I subsequently reviewed many reports about Omar from various different sources explaining his difficulties, and over a period of time and negotiation it was possible to arrange for him to be transferred from Abu Dhabi to GOSH. That took a long time, the transfer of a tiny baby who has a complex heart problem is not easy and often makes babies particularly unwell. How was it decided that Omar was a candidate for this new treatment? Within a week of his arrival at GOSH, Omar had an operation which was initially successful, but only for a limited period. Within 6 weeks of his arrival, it was clear that he needed another operation. Omar’s problem was that he had a narrowed mitral valve, which is in the left-hand side of the heart, and it was impossible to try and replace that valve with the standard valve replacements which we have available because he was too small. Therefore, we had to think 68 | FEBRUARY 2018 | MOTHER, BABY & CHILD

of another option. We came up with the idea of using a technique that has been described elsewhere but that to my knowledge hasn't been used to treat a child as small as Omar was at the time. Certainly, Omar is the first child in the UAE for which this operation was undertaken. What were the techniques used to treat Omar? Omar had what is called a hybrid operation. We adapted a technique usually used to implant valves into the right-hand side of the heart into a pulmonary position, and we decided that we would be able to use the same valve upside down in the mitral position for Omar. He was too small for us to be able to do this using a keyhole technique or a catheter technique, which we would normally use in the treatment of pulmonary valves, so we use what is called the hybrid procedure. The surgeon opened the heart and chest, and at the same time as the surgeon being there, a cardiologist

DR R OB E RT YATES Consultant and Honorary Lecturer in Paediatric and Fetal Cardiology GOSH


including myself, implanted the valve using the same catheter equipment while the heart was open. The valve itself was too big for Omar because the valve is mounted on a stent; the stent was too long, so we had to first adapt the stent to make it smaller and then implant the valve and sew it into position to make sure it was in the right place. Pictures of the valve when he was so small look huge but the advantage of doing this technique was that as Omar gets bigger it should be possible to stretch the valve open using the same catheter technique and make the valve a bit bigger at least for a while. It is not going to avoid that, at one point in his life, Omar will require a mechanical valve replacement but at least he will be bigger and we can implant a bigger valve when he needs that replacement. What is the status of paediatric cardiology in the UAE today? There are a lot of very dedicated, competent and able paediatric cardiologists here in the

UAE who work hard, often work in difficult conditions. I think that there is quite a large population of children with congenital cardiac problems and they are well managed. Of course, as is true for all doctors, continued training is needed for all surgeons, cardiologists and intensive care doctors who look after children with complex conditions, especially for adolescent children as well. Hope for the future Looking towards the future, Omar’s dad explains they have great hope for Omar. “All parents have great hope for their children and our is for Omar to be well, healthy and strong as he grows up and for him to be able to live a normal, happy, productive and independent life. We want him to be able to go to school, graduate, get a good job and have a family of his own later.” “I just want to tell all the parents out there who are having the same problems to never stop seeking help. We are all parents and we never quit; we always keep fighting.” MOTHER, BABY & CHILD | FEBRUARY 2018 | 69


health

TIPS FOR

HEALTHY CHILD DEVELOPMENT As a parent, you are your child’s main role model and influencer for their healthy development. Everything you do can help your child to adopt and carry healthy habits into their later life. Here are a few of our top tips…

Y

ou do not need to be a textbook ‘perfect parent,’ but by adopting certain habits that your child will follow will really help to set them up in life. It just boils down to being a good role model. If your children are being raised in an environment where they are exposed to healthy food choices and regular physically activities, these crucial factors will become a normal part of their lives. Here are our tips to encourage a healthy home life:

Be Positive

Children take great encouragement from being reminded of what they do well and being told ‘thank-you’ for their efforts. Never miss an opportunity to say ‘please’ and ‘thank-you,’ to encourage them to do the same. Keep it fun and positive. Celebrate their achievements at school to encourage children and teens develop a positive self-image.

Get the Family Active

Schedule regular times for the family to get moving together, like taking a walk after dinner. Take bikes to the park, go swimming, book a weekend session at the trampoline park, or even just play hide-and-seek outside. Everyone will benefit from the exercise and the time together.

Start Small and Build Up

It is important to start a routine of physical activity at a very early age and continue to build 70 | FEBRUARY 2018 | MOTHER, BABY & CHILD


up from there. When my nephew was a baby and just able to walk, his mother got him into the habit of holding hands with his sister and taking a small stroll a few metres up the street, pointing out the cars, colours and trees on the way, and even the little flies that buzzed by. Not only did he thoroughly enjoy his mini voyages of discovery, he was nicely tired and ready for bed upon his return. As he got bigger, a few more metres were added to the walk, as well as fun with a football in the park at the weekends. When it came to arranging swimming classes at age five, he enthusiastically associated the activity with fun and achievement. Setting realistic goals and limits are key to adopting any new behaviour. Small steps and gradual changes can make a big difference in your health over time, so start small and build up.

Limit TV, Tablet, Video Game and Computer Time

Sitting around playing with all these devices mean your child is sitting still, hunched over a device for hours – the very opposite of what a child should be doing. These habits lead to a sedentary lifestyle and are usually accompanied by mindless excessive snacking. Combining these two habits together in childhood is a sure way to build increased risks for obesity and cardiovascular disease. Two hours a day, several hours before bed time is more than enough.

Get the Children Involved with Meal Preparations Little kids love being asked to participate with food preparations! Try asking your child to choose three things for the salad, or even toss the salad to mix the ingredients, or the salad dressing together. Praise them for making the salad and let them know how delicious it is! Anything that can be mixed together by hand in a big bowl is perfect for your child to get involved.

Sit and eat together as a family as much as possible (see page 56) and talk to your children about their day. This encourages a relaxed and enjoyable experience around food for them. MOTHER, BABY & CHILD | FEBRUARY 2018 | 71


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Mother Baby & Child - February 2018  
Mother Baby & Child - February 2018  
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