Tag Archives: Mummy blogger London

Hello Beautiful | The impact of words we use with our children | Claire Cooke

Claire Cooke is a mum of two little girls, based in Abu Dhabi.  She has lived in Dubai, Abu Dhabi and Paris, and is originally a Yorkshire lass who tried to teach her fellow graduates at Oxford University the merits of a short “a”.  You can follow Claire and her family on her Instagram account @claritycreatives

“Hello beautiful!” The words just popped out of my mouth.  And – in the context of what my friends and I had been discussing – this wasn’t a good thing.

We have been debating the power of language and the impact of the words that we choose to use with our sons and daughters.  Inspired by the incredible Jenni Murray and her guest on an early January “Woman’s Hour” podcast, Susi Orbach (author of “Fat is a feminist issue”), I am now watching my words very carefully.

Try to compliment a girl without commenting on her appearance. Just give it a go.  In most cases we have to think twice – or at least a little deeper – about how else we can boost her self-esteem and pay her a compliment without referring to the way she looks.

The same goes for small boys – and by constantly commenting on their appearance, we are affecting their self-esteem. In doing so, are we effectively teaching our children that appearance sits at the top of the list of compliments? Is this because we know that we tend to perform better if we look and feel good about ourselves?

It’s really important to be selective in the language we use around our children, to empower them to believe in multiple positive aspects about themselves, beyond their Bieber-style bangs or their Beyoncé-style booty.  With the Kardashians and Miley polluting our media intake, as parents we have a very hard task at hand to convince our children of their self-worth.

We also live in an environment where aesthetic self-improvement is very much a daily deed – many of the mums on my school run look amazing with their designer shoes and perfect blow dries.  I take my hat off to them. But I also wonder what message we are sending to our children.  Is perfect grooming so critical?  What are we teaching them about how we spend our time? We are our own “brands” – but what if our “brands” signposted a morning of gardening, or several hours in front of a computer rather than a mirror?

The word “balance” came up several times in our discussion, as we acknowledged the importance of taking care of your appearance, and the boost to a woman’s self-esteem when she is told she is beautiful.  It is important to brush your hair, or do whatever it takes to avoid giving the people you might meet on your morning stroll a bit of a shock! By all means, if putting on mascara gives you a confidence boost,  I can guaran-damn-tee you that once you’ve tried Chanel’s Le Volume, you’ll never look back.

The balance comes in proactively complementing our children on their achievements, their positive attributes or simply the effort we know it took in just trying really hard with their work, on their playdates and with their siblings at home.

Parenting experts are constantly reminding us to celebrate the positive behaviours our children display, to make a real effort to congratulate good behaviour to offset the need for so many reprimands and also to bring those aspects to the surface of their sense of self-worth and self-esteem.

So what do we say to our children? We agreed on positive language about their achievements and behaviour, balanced with the occasional compliment about their appearance, linking where possible to the benefits of a healthy lifestyle, eating well and exercise.  After all, you can’t go through life looking like you’ve been dragged through a hedge backwards (we want our kids to get good jobs after all) and it is important to brush your hair, clean your teeth and keep up some level of personal grooming.  And if you can work those amazing pigments from the Mac eyeshadow counter, go for it!

Above all, we want our children to make the right choices about the way in which they look, and hope that they’ll always be privileged enough to be able to do so.

Party On! Lessons learned from an eight-year old birthday party | Mary Ann C Ball

Mary Ann C Ball works as a lawyer in New York City and lives there with her husband, and eight year old daughter.

Party On!  Lesson learned from an eight-year old birthday party…
by Mary Ann C. Ball, New York Mom

My eight-year old daughter and I decided to plan her birthday party together this year.  At first I was uneasy—children’s birthday parties are no easy feat, particularly in New York City where parents have been known to pay thousands for party planners, venues, and entertainment to avoid the headaches accompanying such a task.    As the days passed, however, I learned quite a few things, not only about planning parties, but about my daughter and myself . . .

As soon as I suggested the idea, Samantha jumped at the prospect, “Mamma, I’d like a movie theme and to watch RIO 2,” the movie about the blue macaws in Rio de Janeiro.  She then proposed that our apartment be thoroughly decorated with “movie and RIO 2” paraphernalia.    Hmmmm, that would mean mixing the glamorous tones of Hollywood gold, red, and black with the wild fluorescents of carneval fuchsia, turquoise, and green?!  Not exactly complimentary palettes.  It seemed much more logical to pick one of those themes, and to me, the colorful enthusiasm of carneval was much more appealing for an eight-year-old birthday party than the dramatic glitz and glam of Hollywood.  But that issue was peanuts compared to the nightmare of transporting thirteen second grade girls from the movie theater at 84th street, twenty blocks back home through the crowded streets of New York . . . As these issues clouded my mind, Samantha moved quickly to the topic she deemed most important—her cake.

She presented me with an illustration of a red and white striped popcorn bag with real popcorn bubbling from the top surrounded by cupcakes with RIO 2 tickets on them.  This was to be her cake and it was to be made of “chocolate cake and chocolate icing” with more “chocolate cake and chocolate icing in layers.”  While I was impressed by this creativity, I was reluctant to have sweet cake shaped like savory popcorn that threatened to be death-by-chocolate.  In fact, my mind was become more and more reluctant about the whole idea generally . . .

I sighed, crossed my arms, pursed my lips, and twitched in general disapproval.  It was time to “teach” her that these various selections were simply not practical, not workable, not applicable, just not right for an eight-year-old birthday party in Manhattan.  I began to present all the rational “because’s,” i.e., the colors don’t match, the apartment will be too crowded, we can’t move furniture around, the streets are too dangerous, the theater is too far, popcorn should not taste like chocolate cake, carnival is a better theme and so on and so forth . . .

Yet, as I was “becausing,” I began to realize that all my stated reasons, while rational and appropriate, were just that, rational and appropriate.  They were essentially “adult” views steeped in practicality and propriety, and while they were no doubt based on years of experience learning what works and what doesn’t, they were largely based on matters of convenience and predictability for me . . . I stopped myself.  What if I were to break from this automatic application of convention, and let my child take me back to her innocence, to her budding creativity, to essentially a youthful tabula rasa . . . After all, nothing she proposed would cause life threatening harm to anyone; her suggestions were merely highly inconvenient and eccentric.  But it was her party, and the point of embarking on this enterprise was to have fun planning it together . . . If I were to discount everything she suggested, what type of a lesson would I be imparting?  What type of a relationship would I be fostering?

And so, as the big day approached, we took paintings off the walls, moved furniture out of the living room, and began decorating.  We hung up giant paper movie cameras, gold stars, and Hollywood signs—“lights,” “camera,” “action.”  Alongside, we placed felt-crafted macaws in bright blues, reds, and yellows, and strew feathers of similar colors across the gold paper tablecloths.  We filled paper goodie boxes shaped like director’s cuts with bird whistles, iridescent putty eggs, feather boas, glow in the dark sunglasses, Oscar statues, and Twizzler movie candy.  All little items were excitedly picked by me and my daughter together, from inexpensive party supply websites.  Each evening we giggled and tittered in anticipation, executing the various plans we had set forth the night before.  Sammy even kept a little file folder with her various drawings, ideas, and “lists.”  She learned to execute her dream while I learned to open doors I had forgotten existed.

Needless to say, Samantha’s party turned out wonderfully.  Parents and kids alike raved about the movie-carneval theme, the colorful albeit eclectic decorations, and most of all the “popcorn cake,” which was deliciously, decadently chocolate.  The cake artist himself was thrilled to have drawn inspiration directly from the hands of the eight-year-old guest of honor.  (He is now offering a popcorn shaped birthday cake and the option for a child to design their own birthday cake!)  While it was a fantastic party, the most cherished part of the experience was working together with my little girl, watching her bring her own vision to life.  Blowing out her candles, I saw a proud, happy eight year old radiating confidence and love.

In retrospect, I can’t help but wonder how many times as an adult, I am quick to dismiss my child’s desires or observations.  Usually, there is some perfectly logical “shouldn’t’” that jumps immediately to mind . . . But why not let my child inconvenience me, why not let her bring originality back to my life, why not foster her innocent ingenuity? . . . Obviously there is no easy answer to the delicate balance between due order and unbridled creativity, but at least in this situation, I stumbled across a wonderful opportunity to let my daughter revel in her uniqueness, with confidence and pride.

What tops the Dirty Dozen list? | The Dirty Dozen Fruits & Vegetables 2013

What is the Dirty Dozen?

These are fruits and vegetables that have been tested for the amount of pesticide residues in certain fresh crops and since most foods in Dubai have been imported mainly from Europe and US, it is important to know what to select for your children and family.  Going organic can be very expensive in Dubai especially compared to the UK.  When I lived in the UK for over 20 years, I really didn’t appreciate that farms were just down the road growing lovely fresh organic vegetables.   Now that I am a mother living in Dubai, organic really means a lot to my family.  I am relieved that demand for organic in the UAE has boomed and the last 2 years has seen a growth of organic vegetable markets.  There are several options like Ripe Market and Greenheart Organic Markets that also offer home deliveries that sell more affordable vegetables and fruits.

If your budget is tight focus on buying organic with the Dirty Dozen listed below whilst buying conventional from the second group below (The Clean Fifteen).  Please note however that this list does change so please check it directly with the website for more up-to-date lists.

Quoting from the EWG.org website

Some interesting facts

  • Every sample of imported nectarines tested positive for pesticides, followed by apples; 99% of apple samples tested positive for at least one pesticide residue.
  • The average potato had much higher total weight of pesticides than any other food crop.
  • A single grape tested positive for 15 pesticides.  The same was true for a single sweet bell pepper.  Single samples of celery, cherry tomatoes and sweet bells peppers tested positive for 13 different pesticides apeice.

‘EWG analysed pesticide residue testing data from the U.S.Department of Agriculture and Food and Drug Administration to come up with rankings for these popular fresh produce items.  All 12 items are listed below from worst to best. (lower numbers = more pesticides)’

Dirty Dozen 2013

  1. Apples
  2. Celery
  3. Cherry Tomatoes
  4. Cucumbers
  5. Grapes
  6. Hot Peppers
  7. Nectarines – imported
  8. Peaches
  9. Potatoes
  10. Spinach
  11. Strawberries
  12. Sweet bell peppers
  13. ++Kale
  14. ++Courgettes

The Clean Fifteen for 2013

  1. Asparagus
  2. Avocadoes
  3. Cabbage
  4. Cantaloupe
  5. Sweet corn
  6. Eggplant
  7. Grapefruit
  8. Kiwi
  9. Mangoes
  10. Mushrooms
  11. Onions
  12. Papayas
  13. Pineapples
  14. Sweet peas (frozen)
  15. Sweet Potatoes

London | Improving talking skills in toddlers and young children by Sammy Mackey

LONDON: Sammy Mackey, our regular contributor, is based in London with her husband and two beautiful children. (2 year old, Leah and 6 months old, Dara). Sammy was previously a consultant with Accenture in London before retraining as a teacher. 

Language

I have been working in childcare for the last 6 years in both nurseries and primary schools and with children from all walks of life. During that time one of the most notable lessons I have learned is just how important language is in the early years and how instrumental the role of the primary care giver is in helping establish language skills in young children. I have seen both ends of the spectrum and strongly believe that good language skills early in life can help set the tone for good learning going forward.

As a result I have put a very heavy emphasis on building language skills at home with my daughter who is just over two. I am always proud to hear people comment on how ‘advanced’ her language is. She only just declared to me this afternoon in the buggy “Mummy don’t go fast, I might drop my biscuit and the doggy will eat it”. I think, because I am a primary teacher, people presume that I am doing something special with her at home but really I just try to focus on a few key things. To some, the tips below may just come naturally and come across as common sense, but to others it might help their child develop new language skills.

Talk to your children

It sounds very simple and totally obvious but this is the most powerful tool and you’d be surprise to learn how many people just don’t do it. Even from a very young age, I narrated as much as possible, about both what I was doing and what she was doing. E.g. “I’m just hanging your socks up on the washing line” or “Are you banging the spoon on the floor?”

Baby sign

I am a huge believer of the power of baby sign and am certain it contributed to her being an effective communicator as she was able to sign what she wanted well before she was able to manipulate her mouth and tongue to create words. Please see my article on Baby Sign for more information.

Encourage talk

When she points to things and grunts, gesturing that she wants something I tell her to “use your words please”.

Patience 

I always give her time to her finish her sentence no matter how long it takes, or how many times she goes back to the start. It’s all too easy to predict what she’s trying to say and finish her sentence for her, especially since us mums are usually in a rush, but its so important to give time for her brain to process what she’s trying to say. There must be nothing more frustrating for a child than to be cut off mid sentence especially if you get it wrong. It’s important to show that I have confidence in her, that I have time for her and to teach her to persist and never give up; a small life lesson.

Repeat it back

I make a habit of repeating back what she says after she’s finished especially if there is some uncertainty on my part. E.g. “You gave teddy a cuddle?”

Don’t dumb it down

I always teach her the right vocabulary and don’t intentionally give her an ‘easier’ word. What may sound complicated to us is just another new word to them for instance; ‘paramedic’ rather than ‘ambulance doctor’. She was given a kaleidoscope from her granny and when she asked what it was I told her. We practiced the word a few times together and now she will attempt it on her own. Ok so it’s not completely phonetically correct yet but she gives it a good go and she’ll get it eventually, enriching her vocabulary range. If she asks what something is, I tell her the truth and try to extend my explanation. There is no need to ‘baby-fy’ it. E.g. “It’s a thermometer. I put it in your ear to take your temperature when you’re sick.”

Be a good model

I tend not to correct her when she gets something wrong; rather I repeat it back to her correctly. For instance if she says “The baby wants him dummy” I will say back to her “The baby wants his dummy?” If I were to try and correct it by saying “It’s not him dummy, it’s his dummy” not only do I risk crushing her confidence and discouraging her from trying new words and sentences but it’s been proven not to be effective as they only register the mistake in that particular sentence in that particular instance. By modeling it back each time she will get used to how things sound and will eventually correct it herself.

Effective listening

Look interested and give her eye contact when possible.

Bedtime talk

I try to build in some time for talk during the bedtime routine, again, time permitting, where we / I talk through what we have done that day. I usually start it with “Thank you for a lovely day today. I had such fun when we…”

Story time

I don’t just read the text but I talk about the story, characters, pictures etc. See separate article on Book Talk. I understand that time pressures sometimes require a quick story but a few times a week try to extend the talk at story time.