I was pleasantly surprised at how well the star-studded cast did though! Yes, there were cheesy moments and some blown-up exaggerated scenes but overall it was an entertaining, laugh-out-loud, get-teary-eyed-at-times kind of movie.

If you haven’t yet heard about the movie, it is based loosely on a book by Heidi Kurkoff (originally published in 1984 and now in its fourth edition). The cast includes Cameron Diaz, Jennifer Lopez, Elizabeth Banks, Brooklyn Decker, Dennis Quaid, Matthew Morrison, Chase Crawford (yum!) and more.

What to Expect takes you through five different couples’ journeys to having a child. Everything from serious to silly is addressed and you will be variously heart-warmed and heart-wrenched throughout. But, most of all, you will be enamored with the hilarious Elizabeth Banks who (along with her employee in the film played by Rebel Wilson) steals the show.

Banks plays a ‘baby expert’ who has trouble conceiving and when she finally does, it’s most certainly not what she expected. (As if pregnancy isn’t exactly like “two scoops of angel kisses?” Who knew?!).

The men’s side of pregnancy is hilariously depicted by the “Dude Group,” led by Chris Rock’s character. Although I doubt this Saturday-morning stroller derby of dudes is all that realistic, it made for some great scenes in the flick (and created a fantastic opportunity to add the song “I love it when you call me Big Pa-Pa.” to the soundtrack).

So my review is: go see it! It probably won’t change your life, but it will make you laugh, tug at your sentimentality and annoy you minimally with the less-than-normal amount of chick-flick cheese.

Enjoy!!

Thanks to First Response for putting on a lovely evening and to Church & Dwight for all the free swag!

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We all know how nice it is for mom when a kid will sit quietly on the couch for a couple hours without interrupting you every five minutes with “Mom, I need…”.  Sometimes you just need to get stuff done, you know what I mean?!

As much as you may just want to park your little ones in front of the TV so you can get stuff done the American Academy of Pediatrics strongly discourages television viewing for children ages two years or younger and no more than two hours per day of educational, nonviolent programs for children over the age of two. This two hours also includes video game and computer time.

Why is limiting TV time so important?

Numerous studies have found that excessive television viewing can lead to attention problems in children. In general, while watching television, your child is probably not doing any of the following:

• Asking questions
• Solving problems
• Being creative
• Exercising initiative
• Practicing eye-hand coordination
• Scanning (useful in reading)
• Practicing motor skills
• Thinking critically, logically, and analytically
• Practicing communication skills
• Playing interactive games with other children or adults (helpful for developing patience, self-control cooperation, sportsmanship)

So how do you find the balance?

• When you child/ren is/are watching TV, make sure that you are involved. Ask them questions about what they are watching. See if they comprehend the storyline or any underlying lessons being taught.
• Establish a routine and be consistent. Let your kids know that there is a certain time of the day that is TV or video game time.  Stick with it.
• Encourage your children to watch shows that encourage curiosity, imaginative play, or other activities that will get your kids up and playing.
• Get involved with playing with your children.  Many children complain about being bored simply because they need a little imaginative boost.  Don’t be afraid to get down and play with your kids.  Sometimes they just need a little help starting out.
• Whenever possible encourage your kids to play outside.  If you live in a neighborhood that isn’t suitable to let your kids play outside by themselves, then this may require an extra sacrifice on your part, but it will be worth it.

The right amount of television or video game playing can actually be beneficial for kids.  With small amounts of supervised TV time your children will be exposed to language (vocabulary), social situations, imaginative play scenarios, and many other things that will help them progress cognitively and socially.

For more information you can visit:

healthychildren.org – TV viewing time
healthychildren.org -What kids miss out on when watching TV
healthychildren.org- Effects of excessive video games

Post by Savvy Mom, Amy Thayer

More posts from Amy can be found on her blog: http://ohsosavvymom.com/

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Essential oils, which are safe for use with children, are great bug repellents when used properly, and my favorite defense against itchy bug bites is a simple French green clay.

There are many essential oils that can be used within the space of children’s bedrooms or sprayed directly on your child’s bedding or clothing. These can also be used outside where the kids are playing.  My favorite bug repellent essential oils are: cedar wood, citronella, eucalyptus, geranium, catnip and lavender.  You can combine all of these oils into one jar to make a lovely blend; or you can begin with choosing only two to three oils to begin your blend.  You will also need to purchase a diffuser and a spray bottle.

The diffuser can be used in your child’s bedroom or outside where they’re playing. The spray bottles are used for spraying directly on your child or their clothing. When using a diffuser, make sure it is placed on a high shelf or in an area that your child cannot reach.  Place a candle under the diffuser, fill the top with hot water and put between 10-15 drops of the oil into the hot water.  The room or area will be filled with bug-repellent smells—pleasant to us humans but repulsive to insects.

To use the spray bottle: fill the bottle with 4oz. (half of a cup) of water and add 15-20 drops of the essential oil mixture. Shake well and spray on your child’s pillowcase, sheets or clothing, or into the child’s hair (avoiding the eyes).  In fact, it is a good idea to get into the habit of spraying your children’s clothing during the heavy mosquito outbreaks.

My favorite cure for bug bites is pure French green clay.  Often sold as a facial mask, you can purchase green clay at your local health food store or order it on-line.  The best way to use pure green clay for bug bites is in the form of a paste; which reduces the inflammation of bug bites and also helps pull the toxic venom out of the skin. To make the paste, put some of the clay into a cup and add a drop or two of water, but don’t add too much water because you want to make a paste that will stick to and cover the bitten area.  When you have made the paste into the correct consistency, spread it over the bug bite.  When the paste has dried, if the child is still complaining, you can add another layer of the paste over the dried layer.  You can continue painting the green clay over the bites, layer upon layer, until your child is no longer bothered by the bite.  The green clay will begin to crumble off but don’t worry; it doesn’t stain clothing or bed sheets. Your child may, temporarily, look a little green but this is the best cure I have found for those itchy, painful bug-bites!

Relax and enjoy the summer.  Just keep a little bottle of the natural-bug-spray with you when the mosquitoes are out and feel confident that the little buggies won’t bite your precious ones!

By Sara Chana, IBCLC RA (AHG)

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Thank goodness there are categories because if I had to choose just seven favourite photos this post wouldn’t be published until 2015.

I started going through our family photos only to realize that I have 10′s of 1000′s of photos. I had specific shots in mind but lacked the patience to sort through the last six years of pictures. Since I just finished my 365 Project: Brothers, I thought it was the perfect time to go through my collection of photos of the boys from the last year and choose seven of my favourite shots.

A photo that…takes my breath away:

These three steal my heart everyday. I have the photo hanging in our upstairs hallway and it still makes me pause and smile. Our life is full of these moments and I am eternally grateful for that.

A photo that…makes me laugh or smile:

This was attempt 20-something at a first day of school photo. It is so reflective of who they are; one willing to cooperate with 99% of my requests and the other always marching (or dancing) to the beat of his own drum.

A photo that…makes me dream:

Of hot sun, friends, swimming, BBQ’s, hazy evenings next to the sports field, sun screen, sand, and the slow pace of life in the summer.

A photo that…makes me think:

They are the best of friends and sometimes the worst of enemies. As an only child I watch the development of their relationship with fascination; I wonder if they will grow up to be friends. If they’ll be able to rely on each other for help and support. If they’ll seek each other out or avoid each other like the plague.

A photo that…makes my mouth water:

A hot bath and ice cream sandwiches: what more could a pregnant woman want?

A photo that…tells a story:

This is the photo I chose for the cover of my 365 book. To me it represents what this project was for me: a year of random moments immortalized in photographs but also of the relationship between two very special little boys.

A photo that…I am most proud of (aka my worthy of National Geographic shot):

Well not National Geographic worthy but hands down my favourite ‘outside’ photo from my 365 project. The halo of light around them, their feet flying off the ground (synchronized I might add), and the afternoon light make it a magical shot for me.

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Mary McNeil, BC’s minister of Children and Family Development, had this to say about the awards; “B.C.’s child-care and early learning professionals are a dedicated, caring group – and they bring such energy and enthusiasm to their jobs. The Child Care Awards of Excellence and Legacy Awards celebrate extraordinary contributions to children and families, and I would like to personally congratulate all of the recipients!”

The awards are not the only exciting piece of news about child care in BC, the ministry of Children and Family Development has a budget increase of 40% since 2001 to accommodate more spaces, more subsidies, and facility improvements across the province.

This is a great moment to recognize all the excitement and commitment to quality care on the west coast, and also to offer our gratitude to child care providers across the country. Thank you! It’s a difficult job, and an important one that helps to form the future for so many children.

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Brunch is a classic mother’s day tradition so why not make her a gourmet meal at home? The fact that you spent the time in the kitchen will mean more than dialing to make reservations and then eating in a crowded restaurant. And this eggs Benedict will blow her mind. The Hollandaise sauce is the only slightly tricky part but it’s far simpler than you think, so don’t be intimidated! I’ve added a nice little twist on the classic recipe so it’s even more special for Mother’s Day.

Hollandaise Sauce Ingredients
Makes two servings

• 2 egg yolks
• 1 1/2 tablespoons freshly squeezed orange juice (a nice change from lemon juice that adds a sweeter, more luxurious flavour to this sauce).
• 1/4 cup melted butter
• pinch each of salt and pepper

Directions

Set up your double boiler:

• Boil about an inch or two of water in a pot.
• Stir together the egg yolks, orange juice, salt and pepper in a glass or metal bowl that sits in the pot (make sure the bottom of the bowl doesn’t touch the boiling water).

Make Sauce – While making the sauce, stir eggs constantly. This sauce can go from smooth to lumpy in a matter of seconds so watch closely! Once sauce is thick enough to coat the back of a spoon, you’re ready to serve!)

• While the egg mixture warms gradually in the bowl of the double boiler, slowly drizzle about half of the melted butter into the bowl while whisking constantly.
• Take bowl off the heat for a few seconds while still stirring. You want the sauce to thicken and remain smooth. (Too much heat can cause the egg to cook unevenly, so moving the bowl off the heat for a few seconds can help this process go “smoothly”.)
• If sauce is still not thick enough to coat the back of a wooden spoon, place back over boiling water and drizzle in the remaining butter while whisking constantly.
• Continue whisking, until sauce thickens.

Serve sauce over English muffins topped with ham and poached eggs. Add fruit salad on the side and enjoy!!

Tip: If your sauce separates after you’ve set it aside, add about a 1/2 tsp of water and whisk vigorously over the double boiler to bring it back together.

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“My kids always clean up at preschool, so why won’t they do it at home?”

One can only change one’s own behaviour so, if we are seeking a change in our preschooler, the onus is upon us as parents to teach that responsibility. Preschoolers want to feel grown-up and helpful so here are some suggestions to get your children moving in the right direction:

1. Meet the child at his/her level

Give tasks and chores that are age appropriate. Break tasks into small pieces for younger children. You’ll find a list of age-appropriate chores on our website at www.parentingpower.ca/ageappropriatechores

2. Teach the child how to do the task

We are often guilty of expecting our children to set the table or clean up the playroom without teaching them how it is done. Initially, show the child how to do the task, then do it together, and finally, let the child do it alone with support. A chart or checklist for the task can be helpful.

3. Value effort

Acknowledge when your child attempts the task or partially completes it. Accept that your child will probably not do it perfectly right away or even for a long time to come. If there is a task that is near and dear to your heart (perfectly folded laundry, hospital corners on the beds) keep that task for yourself rather than redoing it when your child is not looking. Even though our words say – “I know that you can do this,” when we redo our child’s work, our actions scream – “You are not responsible enough to do this!”

4. Create routines with your child

Set up morning, bedtime, table-setting routines so that your child learns what is expected every day. This sets the child up for success and decreases chaos. Make charts so that the child can check to see what needs to be done – use pictures if your little ones don’t read.

5. Model responsibility and try to make work fun

Follow your own routines and show your child that responsibility is valued in your home. Turn on some dance music for clean-up or set the timer and race the clock. Agree to clean for 5 minutes and then read a story for 3 minutes.

Helping our children learn responsibility does not instantly lower the amount that is on our plate. Eventually however, it will make a real difference. Children will begin to see themselves as responsible members of the household and will continue to accept the responsibilities that go along with that privilege.

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Read on for an interview with the author, or scroll to the bottom to fill out the form. The first ten people to fill out the form below will receive a free copy of The Woman Who Changed Her Brain by Barbara Arrowsmith-Young.

This phenomenal book is a true story written by Arrowsmith-Young about her challenges growing up with learning disabilities. She learned about neuroplasticity – a concept that the brain is plastic and changeable. Amazingly, Arrowsmith-Young retrained her own brain and changed the way it functioned, in turn changing the way she herself lived life.

After her own incredible journey, Arrosmith-Young has dedicated her life to helping others with brain damage, learning disabilities or any cognitive weaknesses at all, to retrain their brains and improve their cognitive function. She started the Arrowsmith school using her brain training methods, which are now internationally renowned.

Interview with Barbara Arrowsmith-Young:

TM: What do you think is the most  common misconception about learning disabilities and people who have them?

BAY: Learning disabilities are still mainly seen as impacting people in the academic realm of school learning – problems such as dyslexia which interferes with learning to read or problems with learning motor plans for writing and spelling or with problems with understanding numbers so learning mathematics is affected. And while this is the case, learning disabilities have a much broader impact than just school learning. One parent so aptly said to me, ‘School is just a metaphor for life.’ We carry our brain with us in all aspects of our functioning and any weakness will affect how we can perform and relate to the world. I see people who function well academically but can not remember faces and are embarrassed when they walk by people in the street that they should know, but do not recognize, that feel socially awkward as a result and avoid social gatherings, that are labeled as aloof and arrogant which is far from the truth. Then there are the people who cannot imagine three-dimensional space. They are always getting lost, cannot do geometry, cannot organize their belongings in drawers or cupboards since once they have put them away they cannot visualize where they are, they cannot create spatial maps. A learning disability can occur in any area of functioning, not just school.

Another common misconception is that individuals with learning disabilities are not intelligent. It surprised me as I did the interviews for this book that this misconception was still in evidence. The very definition of someone with a learning disability presupposes they have at a minimum, average intelligence. And the struggles that many of these students face to find alternate ways to learn, attests to their intelligence. And sadly there is still a stigma associated with having a learning disability – many parents, students and educators talked about this. Until it is understood that a learning disability does not have to be a lifelong condition, that through the application of cognitive programs tapping into the ability of the brain to change (neuroplasticity) we can change an area of cognitive weakness into an area of solid functioning, then there will be a fatalism in our view of learning disabilities.

TM: You have found a way to re-train your own brain and the brains of others with learning disabilities. Can people who do not have learning disabilities or brain damage also use your methods to improve some of their cognitive weaknesses?

BAY: Everyone has some areas of cognitive functioning where they are not as sharp as they would like, so yes, there are broad areas of application for these cognitive exercises. I created a program for one individual who had always wanted to be an architect however his mechanical reasoning aptitude was at the fiftieth percentile. This is considered average functioning, so not a disability, but below what was required to be successful as an architect. The program I created for him brought his aptitude in this area to the ninety-eighth percentile and he successfully graduated from architecture and has been a practicing architect for the past 15 years.

Another student was a gifted artist but was a bit below average in her ability to remember visual details so when doing an illustration she would leave out a detail such as a button on a coat or a whisker on a cat. I created an exercise for her to enhance this cognitive function and she is now a very successful illustrator and does not have any problem seeing and reproducing all the necessary visual details.

I had someone who wanted to become better at chess, so worked on the exercise for visualizing 3-dimensional space and creating spatial maps and ultimately was able to win a competition against his father, a very masterful player.

I had a lawyer who wanted to be better at logical reasoning, to understand at a deeper level the concepts within the law and so worked on the cognitive exercise for this area and became a more effective litigator.

Then there was the student who always wanted to walk on high heels at her prom and so worked on the cognitive exercise for kinesthetic perception, strengthening the cognitive capacity responsible for knowing where aspects of her body are in space in relation to each other, and was able to maneuver quite gracefully in heels at the prom.

There is also application to the aging brain, those of us who want to hone our mental faculties as they decline somewhat overtime.

TM: Having over 30 Arrowsmith schools across North America and being able to teach new teachers your methods every year, what are your next goals?

BAY: I am always looking at how I can take what I have learnt, the cognitive programs I have developed, and make them more widely accessible while maintaining the integrity and effectiveness of delivery so that the widest range of individuals with learning challenges can benefit. I would like to see cognitive programs be part of every child’s educational program in schools so that schools are a place that children come not just to learn content, but to work their brains, to improve their capacity to learn and to carry this with them throughout life. My goal through this work is to open a world of possibilities for people with learning disabilities by changing their brains through strengthening cognitive capacities so that they never have to take a path that is one they did not choose, but was chosen for them due to their learning challenges; so that these individuals can not only dare to dream but realize their dreams.

TM: Is there any indication that public school boards will make your methods a required part of teacher training?

BAY: I am hopeful that schools take the view that by addressing these problems early over the course of three or four years, the long-term cost savings are significant. I remain optimistic.

We all have a brain and how it functions shapes who we are. It is our brain that mediates our understanding of the world. Our brain does shape us and what is so profound for me is that we now have the knowledge and tools to shape our brains – to open doors of possibility to allow people to dream and to realize their dreams.

For your chance to receive a FREE copy of this book, fill in the form below. The first ten respondents will receive a copy of this book courtesy of Simon and Schuster.

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A number of studies have been done in various locations (both humid and dry climates) at temperatures ranging from 22-41°C (71.6-105.8°F) and 9-96% relative humidity, questioning whether or not breastfed babies need extra hydration. These studies have determined that an exclusively breastfed baby absolutely does not need water in addition to breast milk. Giving supplemental water to a newborn (under 5 weeks old) can actually be dangerous. Too much water can dilute the sodium in the baby’s bloodstream to the point where “oral water intoxication” develops.  Oral water intoxication can lead to symptoms like low body temp, bloating, and seizures. Breastfeeding babies who have reached the six-month mark also do not need water, but it is not harmful if they occasionally sip water from a cup.

Although breastfed babies do not need any supplemental water, it is interesting to note that formula-fed babies sometimes do. Formula has a higher salt level that can be harder on their kidneys and therefore some babies may need extra water to help them excrete it. Formula fed babies also have less efficient metabolisms than breastfed babies, so they use up water faster. (Ask your doctor for recommended amounts of water in this case.)

So, go outside with your beautiful baby, and enjoy the much-anticipated sunshine.  Be stress free and happy and know the only thing your baby may need in the sun is a hat J (and perhaps an extra diaper!).

By Sara Chana, IBCLC, RH (AHG)

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I took a photo a day for a year and survived

As a professional photographer I take thousands of photos each week. After completing my first 365 project last April I decided to embark on a second project.  Unlike my first 365 project my second endeavour had a theme: for an entire year I took a photo of my two sons (together).  Despite being an at-home mom AND photographer it was surprisingly challenging!

But at the same time the project was incredibly rewarding. I started carrying my camera everywhere, which lent itself to some fantastic photographic opportunities. It also forced me to be creative, especially during the winter when we spent a lot of time indoors. Because there weren’t always great photo ops throughout the day, I had to either create a scenario where something fun happened or look at our daily activities from a different perspective. Rather than having them sit and pose each day for the camera, my goal was to capture as many candid moments as possible and then write down a sentence or two about each photo so that by the end of the year I would have a story, of sorts, about our year of photos.

As a parent or amateur photographer a 365-day project (or 52-week project) is a great way to learn to use your camera as well as capture great memories of your family. The project doesn’t necessarily need a theme but if you’re looking for inspiration  (or encouragement!)  check out href=”http://www.flickr.com”>Flickrand search for ’365 Project’.  You can join a 365 group or just peruse the photos for ideas on what types of photos you might take each day. There are also several popular Photography websites that post regular photography challenges (e.g., www.iheartfaces.com)

You don’t need to be a blogger or a tech-whiz to start your own 365 Project. You don’t even need a fancy camera; a smart phone or point-and-shoot will do! You also don’t need fancy editing software (there are plenty of free programs online that you can use) or you can choose not to edit any of the pictures you take. You can share your photos on Facebook, Flickr, or even just by uploading them in a Picasa album.

I’m about to embark on my third 365 project: when our third son arrives at the end of May I will take a photo of him everyday for an entire year.  A photographic baby book of sorts!  I’m looking forward to sharing the photos with everyone.

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