Lead paint in the home…got any?

Posted on October 25, 2010 by Steven A. Melnick

CleanWindowsLeadPaintby Steven A. Melnick — While listening to the radio over the past week or so, I’ve noticed quite a few warnings about the dangers of lead paint in the home, particularly those built prior to 1978,  and its effect on children.  I’m not sure what triggered it becoming so prominent at this time, but I thought I’d do a brief post today about the dangers of lead paint and how it can effect children for life.  Importantly, I also am providing a few links for additional information.  If you have small children or are pregnant, please look into this serious threat to good health.

Lead-based paint is a major source of lead poisoning for children and can also affect adults. In children, lead poisoning can cause irreversible brain damage and can impair mental functioning. It can retard mental and physical development and reduce attention span. It can also retard fetal development even at extremely low levels of lead. In adults, it can cause irritability, poor muscle coordination, and nerve damage to the sense organs and nerves controlling the body. Lead poisoning may also cause problems with reproduction (such as a decreased sperm count). It may also increase blood pressure. Thus, young children, fetuses, infants, and adults with high blood pressure are the most vulnerable to the effects of lead. (Consumer Product Safety Commission)

More information about the health effects of lead can be found at the Environmental Protection Agency website.

Following are some additional resources that provide helpful information.

Lead in Your Home:  A Parent’s Reference Guide

Testing Your Home for Lead

Lead Poisoning and Your Children

Lead and a Healthy Diet

If you suspect you have old paint in your house, there are a number of ways to have it tested.

  1. Many paint stores sell do-it-yourself test kits.  When rubbed against a surface that contains lead, the test strips change color.  They only test for the presence of lead and cannot tell you if the amount of lead is dangerous.  While better than doing nothing, from what I’ve read, these kits do not tend to provide reliable information.
  2. Get an accredited laboratory to test some paint samples.  You would carefully collect paint chips as instructed by the lab, seal them in appropriate containers, and mark where the sample was taken from.  These tests are more reliable than the paint store versions.  Your state’s Department of Environmental Protection should be able to provide a list of accredited labs in your area.
  3. Hire a certified professional to come in and inspect your home.  This is the most costly approach but probably the most thorough.

Since April 22, 2010 new Environmental Protection Agency rules go into effect for contractors who do renovations on almost all homes built prior to 1978.  A new federal rule requires renovators to be trained and certified in EPA-approved methods of containing and cleaning up work areas aimed at reducing exposure to toxic lead-paint chips and dust.  If you are having any work done on an older home, be sure to ask to see proof that the contractor is certified.

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Choosing a good school…

Posted on October 21, 2010 by Steven A. Melnick

OneRoomSchoolby Steven A. Melnick — For people who already rent or own a home, the choice of which elementary school their child(ren) will attend is determined largely by geography. School districts typically have defined attendance zones for each of their buildings.  But for those parents who are moving to a new neighborhood, the choice of where you will live and, consequently, which school your child(ren) will attend is an important consideration.  The decision should be based on as much information as possible and not be limited to the popular “countable” measures included in the school’s “annual report card” or touted by real estate agents (e.g., test scores, free/reduced lunch percents, per pupil expenditures, etc.).  School quality is a combination of many interrelated factors and is not so easily reduced to a number. Effective schools tend to have a safe and orderly environment, clear school mission, high expectations for all students, effective leadership, frequent monitoring of student progress, and strong home/school relations.

Here are a few tips on what to look for…

Safe and Orderly Environment

  • Are the building and grounds in good repair and inviting?
  • Are the hallways, classrooms, cafeteria, and bathrooms kept neat, clean, and attractive?
  • How large is the school?  What is the average class size?
  • What is the school’s record related to safe schools and school violence?
  • Ask to see a copy of the school discipline policy along with other school policies.
  • Does the school have an emergency plan?
  • Does it have an evacuation plan?
  • Ask to see a copy of the school discipline policy along with other school policies.
  • What are the procedures for building and playground security?
  • Who supervises the playground during recess (teachers?  aides?  parents?) ?

Clear School Mission

  • Is the school’s mission clearly articulated?  Do the teachers, administrators, and staff know what it is?  Do you agree with it?  Is it posted anywhere?
  • Check out the library.  How extensive is the collection?  Does it seem appropriate for the school’s size?
  • What technology is available for teachers (e.g., computers, smart board, computer projectors, etc.) ?
  • What technologies are available for student learning?
  • Guidance counselors?  School nurse?  Librarian?  Are they dedicated to one building or serve multiple buildings within the district?

High Expectations for All Students

  • Do the principal, teachers, and staff seem welcoming?
  • What percent of the student body attend school on a daily basis?
  • Does the school employ teacher aides to assist with instruction?  How many?  At what grade(s)?
  • What special programs are available?
  • Is there support for special needs children?
  • Are there programs for gifted children?
  • Are there music and arts programs?
  • Take a walk through the school.  What type of learning do you see occurring in classrooms?  Lectures?  Small group work?  Worksheets/workbooks?  Do the children seem excited?
  • How are classrooms organized?  By grade?  Multi-age grouping?  Looping (single class stays with the same teacher multiple years)?

Effective Leadership

  • How long has the principal been in place?
  • How long have the teachers been in the building?
  • Are there are a lot of transfers and constant teacher/administrator turnover?
  • Do teachers and administrators seem glad to be there?

Frequent Monitoring of Student Progress

  • How does the school perform, relative to other similar schools, on state and national tests?
  • Ask to see a sample of the school’s report card.
  • How is the children’s work evaluated?  Strictly by grades or test scores or do they include a variety of assessment practices?

Strong Home/School Relations

  • Home-school relations are vital.  What do other parents in the area say about the school(s) you are considering?
  • Does the school have a regular process for communicating with parents?
  • Does the school have a website?  Is it current?
  • Do the teachers have websites?  Are homework assignments, grades, and other  curriculum information available there?  Is there information there about what topics are being covered in school this week?
  • What before-and-after-school programs are provided?
  • Are parents welcome to volunteer?  Do they?
  • What programs are provided that parents and the public attend?
  • Does the school have a parent organization (PTA/PTO)?  How many parents participate in those organizations?  What kinds of activities do they do?

Other

  • Length/time of school day?
  • Transportation?
  • Meals?  How nutritious are they?

While it is no easy task to chose the right school, trying to select the right one is well worth the effort.  There is no ideal scoring system for the above items.  Rather, you need to feel comfortable that your child will be safe, be able to learn, and be surrounded by people who truly care for children.  Ask the hard questions and insist on complete answers.

If you already have a school, how would you rate it using the above list?  How would you rate the school you attended?

In a future post, I’ll show you where to find some of the above information.  Let me know if you think of anything missing?

Posted in Parent Involvement, Parenting, School Quality | Tagged , , , , | 2 Comments

Importance of Early Reading

Posted on October 18, 2010 by Steven A. Melnick

ChildrenReadingby Steven A. Melnick — Read…read…read! One of the most important gifts we can give our children is an appreciation for books. I sometimes try to imagine how my son’s life would be diminished without Bilbo, Frodo, Prince Caspian, Rat and Mole, to name but a few. Perhaps as an only child, these characters were even more important to him as the stories provided strange new worlds as fodder for his imagination. And imagine them he did!

Many children today grow up in homes where the parents are not role models when it comes to reading. Often, children don’t see their parents reading so much as a newspaper or a magazine, not to mention a book. Worse, I think, is the fact that children in such homes are not read to.  In our home, my wife and I would take turns reading to our son and did so often. As he got older, we read as a family with Mark taking his turn in reading to us.

In fact, we read to him before he even knew what words and stories meant. As an infant, he was too young to understand the words, but he hung on every one of them as we read children’s books aloud.  He came to know that when Mommy or Daddy got out a book and picked him up, something special was about to happen. With him securely and comfortably cradled in our laps, we read softly. He would gaze up into our eyes as if he understood every single word perfectly, even though he had no real vocabulary yet. All he knew was that when a book came out, he would hear soft, gentle tones and be held securely–nirvana for any baby.  It set the stage for school success and a lifetime of reading enjoyment.

As his vocabulary developed, he began to understand the story line better, but he was also drawn to the pictures as he heard the words. I’m sure Henry the Duck is a character he can still picture in his mind to this day.

Books help children learn through words, pictures, and repetition. “Big A, Little A, What begins with A?” over and over again (from Dr. Seuss) was sometimes tedious.  But nevertheless, our son learned his alphabet early and developed a vocabulary that exceeded the number of words considered typical for his age.  Vocabulary is an essential precursor to early reading.

I can tell you for a fact that children who struggle to read have a difficult time in school and rarely recover academically. Children who continue to struggle by the third grade often do not improve their academic standing relative to their peers throughout their high school years. The point is, if you as a parent (or grandparent), set the stage early, you have the power to change your child’s life for the better.

As a fourth-grade teacher, I used to read to my class each day before lunchtime.  As I would reach for the book we were reading and sit on the floor with them, they hung on every word.  Kids love to be read to and become immersed in the story.  Seeing and hearing you read to them will make them want to pick up other books and re-create that magical world for themselves.

Be a role model.  Let your children see you reading the newspaper, magazines, books everyday.  Young children want to grow up to be just like you.  Show them the value of reading.

For one week, try setting aside 30 minutes each day (kids love routines) and read to your child(ren). Make it an important, special part of their day.  You’ll feel closer to your kids and your children will become excited about reading.  What could be better?

On a Saturday morning, take your child to the children’s section of your local public library. Allow them the pleasure of discovering their own favorite books and pursuing their own interests.  I’ll bet you go back more than once.

Form the habit. Enjoy your childhood favorites again and watch the wonder in the eyes of your children as they hear those stories for the very first time.  Let me know how you did.

Posted in Early Reading, Parenting, Reading | Tagged , , | 3 Comments

Talking with Your Children…an endangered activity

Posted on October 14, 2010 by Steven A. Melnick

FamilyInVanby Steven A. Melnick — I was driving down the highway the other evening and came up behind a van with two children in the back seat.  The two appeared to be absorbed in an animated movie on one of those flip-down video screens so popular today.  The parents sat motionless in the front seat staring at the road ahead with the mother occasionally glancing out the passenger seat window.  No conversation appeared to be happening.  None.  Nada.  Zip.  I couldn’t help feeling a sense of sadness for that family and the opportunities missed.  How did we get to the point where riding in the car requires a video screen to keep the kids quiet?

Today, the average American watches about 4 hours of television per day.  Simply put, considering a 24 hour day, we spend about 1/6 of our lives sitting in front of a television.  The average lifespan today is 78.44 years, leaving us with the realization that Americans will spend just over 13 years of their lives watching TV. Those statistics didn’t take into account the increasing popularity of video screens in cars, but what would you do with 13 years if you could live them over again?

Worse is to consider that out of the approximately 16 hours per day we are awake, we spend 25% of that time mindlessly being “entertained” by television.  How productive could you be if you had an extra four hours each day?

The use of in-car videos only makes the problem worse, as the effect on children is even more alarming.  Thousands of studies on children and the effects of television show some sad statistics.

  • Parents spend but 38.5 minutes per week in meaningful conversation with their children.
  • Children spend 1,680 minutes per week watching television (that’s 28 hours).
  • 66% of Americans regularly watch TV while eating dinner.
  • The average American child spends almost 1,500 hours per year watching television.  That’s 62.5 days or more than two months out of each year!

Not that there aren’t some worthwhile shows for kids (e.g., Sesame Street), but studies have shown that exposure to so much mindless entertainment stifles creativity, reflection, and imagination in children.  It lessens social interactions with others through play and conversation.  It may lead to shortened attention spans and hyperactivity.  In addition, the exposure to print media is dramatically diminished, affecting long-term reading ability.

Getting back to my original point, the family in the van missed a wonderful opportunity to talk with their kids, share their experiences of the day, and simply enjoy one another’s company.  Granted, when I was a kid, we didn’t have videos in the car.  But we occupied our time as a family engaged in conversation, singing songs, playing car games.  Here are a few suggestions…

Counting Cows–count the cows on your side of the road as you travel along.  If you come to a cemetery on your side of the road, you have to bury them all and start over.  The one with the most cows at the end of the trip wins.

Read a story aloud or talk about picture books–Here are two fun recommended books for young children:  My Little Red Fire Truck or Duck! Rabbit!.  For older children, you might want to try one of the I Spy series (there are 10 of them).  Check out the links and explore them for yourselves.

Twenty questions–animal, vegetable, or mineral?  …person, place, or thing?  One person thinks of an animal, vegetable, or mineral and the others asks questions that can only be answered with yes or no.  First one to guess correctly within 20 questions wins.  If no one does, the person who thought up the animal, vegetable, or mineral wins!

Treasure Hunt–prepare a list of things for kids to look for along the trip, such as a dog, cat, hawk, front-end loader, bulldozer, dump truck, school bus, firehouse, fire truck, police car, playground, etc.

Alphabet Game–find the alphabet, in order, by spotting the letters on license plates or billboards.

Animal Game–points are accumulated for spotting various animals (cows, horses, dogs, etc.).  The harder the animal might be to find (an emu ?), the more points scored.  The game is over when an agreed upon number of points is reached (10 or 15 for example).  Obviously, this takes a little preparation to assign point values in advance.  Wild animals make the game more challenging, so using farm or household animals would be best.

I can tell you from experience that children grow up too fast.  Let’s recapture some of the time we needlessly lose and cherish the opportunities provided by time together in the car.

What car games do you remember playing?  Leave a comment if you have some suggestions. How much time did you spend talking with your children today?

Posted in Parenting | 4 Comments

Bullying: How to Help Your Child

Posted on October 11, 2010 by Steven A. Melnick

NoBullyingby Steven A. Melnick –The recent suicide of Tyler Clementi at Rutgers University over cyber-bullying has shined an even brighter sad light on the problem of bullying, particularly cyberbullying. Although we often admonish our children to “stand up for themselves” or “don’t be pushed around,” the reality is that bullying wears a child down and the consequences can be devastating.

Bullying isn’t limited to the kind of behavior exhibited by Scut Farkas in the movie, A Christmas Story (“He had yellow eyes! So, help me, God! Yellow eyes!”).  Rather, it is a complex pattern of behaviors that can include acts which hurt others both physically and emotionally.  Some examples of physical bullying include punching, shoving, and tripping. But kids can also be emotionally bullied. Bullies may talk badly about your child or spread false rumors.  Your child might not be let into the “group” or clique.  A group of kids might ostracize or gang up on your child or taunt your son or daughter.  As parents, we want to wrap our children in a blanket of safety and protect them from the outside world, but it is not possible to do so.

Before computers, cell phones, text messaging, and social networks, children could escape the threat of bullies while wrapped in the warm, safe, comforting atmosphere of home. Today, however, kids are so “connected” to the outside world that there is no longer a safe haven.  Cyber-bullying happens online through the Internet or mobile phones.  Children can be bombarded with hurtful text messages even while surrounded by loving family at the dining room table.  Instant messaging and social networking accounts (e.g., Facebook, Twitter) on their computers make their bedrooms even more vulnerable to constant bullying and harassment.

My son and I talk on the phone nearly every day and have always had a close relationship. I’d like to think he would have talked with me or his mother if he was being bullied–but suppose he was embarrassed by it?  Suppose he didn’t want me to know?  Suppose he just couldn’t figure a way out?  Tyler Clementi’s suicide has caused me to ask a few questions of myself.

  • If my son had been bullied in school or cyber-bullied, would he have told me or his mother?
  • Would we have been able to spot any signs?
  • How could we know?
  • If we suspected, how would we help?

The recent tragedy has spurred a host of news articles, TV specials, and other publicity about the multi-faceted problem of bullying and raised awareness.  Many schools have active anti-bullying programs that can be effective.  I thought it might be helpful to summarize some information and to provide some links to resources that can provide more in-depth help.

Possible warning signs that a child is being bullied:

  • Comes home with torn, damaged, or missing pieces of clothing, books, or other belongings;
  • Has unexplained cuts, bruises, and scratches;
  • Has few, if any, friends with whom he or she spends time;
  • Seems afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities with peers (such as clubs);
  • Takes a long, “illogical” route when walking to or from school;
  • Has lost interest in school work or suddenly begins to do poorly in school;
  • Appears sad, moody, teary, or depressed when he or she comes home;
  • Complains frequently of headaches, stomachaches, or other physical ailments;
  • Has trouble sleeping or has frequent bad dreams;
  • Experiences a loss of appetite;
  • Appears anxious and suffers from low self-esteem. (Source:  Department of Health and Human Services)

What to do…

If you spot any of the above symptoms or have any other reason to suspect all is not well, talk with your child. Ask direct questions about friends, what they did at school today, how they feel.  Talk with your child’s teacher, guidance counselor, or principal to see how he/she is doing in school, what social interactions your child experiences, who his/her circle or friends are.  Be involved, talk, and spend time with your child and you’ll be more sensitive to any changes.  Check out some of the following resources.

  • A website produced by the Department of Health and Human Services,  Take a Stand, Lend a Hand: Stop Bullying Now! contains a wealth of information about (1) what kids can do and (2) what adults can do.  This is an excellent resource with lots of helpful information.  In particular, check out their Tip Sheets. This is a very good site with a lot of information available.
  • Kids’ Turn Central provides a number of links to bullying resources for both kids and parents.
  • Many states are producing resources to help stop bullying.  California, Connecticut, Kentucky, Massachusetts, and Ohio to name a few.
  • PACER is the Minnesota Parent Training and Information Center, funded by the U.S. Department of Education’s Office of Special Education Programs.  They have a number of free useful handouts (scroll down the page) in PDF format.
  • International Bullying Prevention Association has a number of links to articles, websites, books, and other resources.  As does the Cyberbullying Research Center.

If you suspect your child is being bullied, follow up.  Your love and understanding may save your child from abuse and you and your family from heartache.  Don’t ignore the signs. Reach out for help.  There is plenty available.

Posted in Bullying, Cyberbullying, Parenting | Tagged , , | 1 Comment

Parents and Teachers Working Together

Posted on October 7, 2010 by Steven A. Melnick

Indianaby Steven A. Melnick —Teachers can’t do it alone.  Although much criticism is leveled at the public schools today, the role that parents play in educating a young child is often ignored by those critics.  The relationship between parents and schools is an important one in fostering the social, emotional, and academic development of children.

Dr. Tony Bennett, State Superintendent of Public Instruction for Indiana, deserves some praise for his focus on the role of parents in educating a child.  Announced on Monday, October 4, Dr. Bennett along with Center Jeff Foster of the Indiana Pacers, launched Indiana’s Parents Pledge for schools, educators and parents across the state.  As stated in their press release, “The pledge aims to increase parent engagement and enhance academic collaboration between parents and teachers.”

Parent Pledge

As a parent, grandparent or caring adult I hereby affirm my commitment to the academic achievement and career success of my child. I promise to make the pursuit of knowledge a priority in my household.

To demonstrate my commitment to this goal, I pledge to adhere to the following principles:

  • My child will read with an adult or be encouraged to read independently each day.
  • My child will complete all homework assignments given by school instructors and will be encouraged to ask for help when it is needed.
  • My child will arrive at school on time, well rested and prepared for a full day of instruction and learning.
  • My child will treat teachers and fellow classmates with respect and compassion. I will make positive behavior the expectation in my household.
  • My child will graduate from high school and will understand the importance of a strong education in determining future success.
  • I will encourage my child to dream big and always give 100 percent effort.
  • I will treat my child’s teachers as a valuable resource and work with them to support academic improvement and classroom behavior expectations.
  • I will monitor my child’s academic growth and stay as involved as possible in my child’s education. I will let the teacher know right away if I notice any problems.

Together, my child and I, in partnership with Indiana’s educators, will make education our #1 priority.

Even though you might not live in Indiana, the pledge is a great idea.  Post it on your refrigerator and stay focused on it every day.  Simple steps, bright future for our children.

Posted in Parent Involvement, Parenting | Tagged , , , | 2 Comments