Wednesday, December 19, 2012

Curriculum Updates

We will begin Unit 5 in Math:  Geometry
This is a 12 day unit.  We will begin January 7 and test on January 23rd.  We will identify polygons, compare and contrast quadrilaterals, investigate attributes in depth, explore partitioning of shapes, and symmetry.  We will continue to incorporate graphing throughout the unit and have our multiplication timings each week.


MCC3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
MCC3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
MCC3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
MCC3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

• Can a shape be represented in more than one way? How and why?
• How are quadrilaterals alike and different?
• How are solid figures different from plane figures?
• How can angle and side measures help us to create and classify quadrilaterals?
• How can I use attributes to compare and contrast shapes?
• How can partitioning a shape into halves, thirds, fourths, sixths, or eighths in a variety of ways help me further develop my understanding of fractions?
• How can plane figures be combined to create new figures?
• How can shapes be combined to create new shapes?
• How can solid figures be categorized and classified?
• How can we communicate our thinking about mathematical vocabulary?
• How can you create different types of quadrilaterals?
• How does combing figures affect the attributes of those figures?
• What are the properties of quadrilaterals?
• What is a quadrilateral?
• What properties do solid figures have in common?
• Why are units important in measurement?
• Why is it important to partition shapes into equal areas?

We will begin Unit 4 in Science:  Habitats and Adaptations 
This will be broken into two parts:  adaptations and habitats.  We will test twice and quiz throughout.  We will explore the five habitats as well.  It is an 18 day unit.  We will begin January 7 and conclude February 1.  

Standards:
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.                           
EQ:
How do habitats affect living things?
Why are there different habitats in Georgia?
What is in a habitat that supports life?

Reading/Language Arts
We will begin Mr. Popper's Penguins in ELA.  All students will read it given that the accelerated group would have missed this opportunity to read such a great novel that connects with our science unit and is at a challenging lexile level.  

We will continue to draft, revise, and publish our research papers that yet again connect with our science unit (I thrive for Cross-curricular themes!!).  

We will begin personal narratives as soon as our research reports are published.  The students may save their work to a ZIP/USB/pin/thumb drive, but he/she may not work on it at home.  



Tuesday, December 18, 2012

Wednesday semester celebration

We will be celebrating our semester tomorrow with a few special things:

-during math we will have a math-in where the students can bring any games that require mathematical skills and reasoning

-a read in from 1:45-2:15 where the students can bring in something to cover the floor (towel, blanket, etc.) and one comfort item - pillow or stuffed animal plus lots of reading material!

-I will post the myriad of pictures I have from the last two weeks as soon as I have a moment.

For my faithful parent readers, know that my heart is heavy by the recent happenings, but I am so grateful to be in a position that allows me to influence your children daily, to speak into their lives, love on them, protect them, challenge them, and to encourage them.  It is a gift that I do not take lightly.  I appreciate this privilege now more than ever!

-J.

Thursday, December 13, 2012


  • Homework:
    • Math:
      • HOTS POW due
      • Study and review for test
    • SS 
      • Study for FDR Test
·       Born in 1882
·       Had Polio, was in a wheelchair at the age of 39
·       Married Eleanor Roosevelt because they both believed in helping others (public service)
·       Followed in his cousin Teddy Roosevelt’s footsteps:  Politics:  Senator, Governor, President
·       Lived in Hyde Park, NY and Warm Springs, GA
·       He was committed to public service
·       Longest running president
·       Became president in 1933.
·       Radio speeches were called fireside chats
·       New Deal
·       Helped people face hard times and keep hope alive

Wednesday, December 12, 2012

Wednesday 12/14 HW


  • ELA
    • Read one more chapter (do NOT finish the books!)
  • Math
    • Review and study the study guide (test Friday)
    • HOTS POW
  • SS
    • Study - FDR test (short) on Friday
  • Heritage Night is tonight!  Come see Devika, Brandon and I!

Tuesday, December 11, 2012

12/11 HW


  • Math:
    • Pink:  challenge page (some picked large number crossword puzzles, change from a store, etc.)
    • Green:  all of #14 and the first part of 15 - on 15, only measure the bugs!
    • HOTS POW
  • SS:
    • Study for FDR test
Heritage Night is Wednesday night!  Story time is from 5:00-5:20 in my room!  

We need supplies:
  • band-aids
  • clorox wipes
  • kids need their own markers

Monday, December 10, 2012

12/10 HW

Pink group is reading "Pleasing the Ghost" by (one of my favorite authors!!) Sharon Creech.  Here it is electronically:  http://www.e-reading.org.ua/bookreader.php/1008334/Creech_-_Pleasing_the_Ghost.html

After addressing lots of area misconceptions, we seem to really have a strong grasp!  We will quiz again tomorrow, then I'm going to rearrange the test and performance task, so we will test on Friday.  If you want some step by step practice and visuals (we used them in class), this is a great site:  http://www.slideshare.net/emteacher/area-word-problems#btnNext

Homework:

  • ELA:  none :)
  • Math:
    • HOTS POW
    • Study guide:
      • Pink group:  #14, 16-19
      • Green group:  #8-13
  • FDR - Study a bit each night - test on Friday!

Friday, December 7, 2012

Curriculum Updates


  • ELA
    • Next week we will have NO spelling contract or spelling words.  
    • We are reading novels in both groups, so we will spend time using our HOTS to delve deeper into the novels.  Kids may have reading homework instead.  
    • Our Hero powerpoints will be completed on Monday!  
  • Math
    • Please practice area this weekend if necessary - a few students need to retest - remember that area is an array, so we are multiplying length times width. 
    • We will test on Wednesday, then complete a performance task on Thursday and Friday.  
      • Please make sure your child has not lost their study guide (we've been working a few a day to help them prepare over time vs. "cramming") 
        • See last Friday's post for the study guide
      • We are also using the pretest to help us prepare
  • SS
    • We began FDR today.  We will test on Friday.  The kids already have the study guide (as well as the answers - but we will still discuss and fill in the blank study guide.)
      • See last Friday's post for the study guide
Book fair:  we will browse Tuesday from 10-10:15 and shop on Wednesday from 9:30-10:00.  Your child will go with their ELA teacher.  

Thursday, December 6, 2012

Thursday, 12/6 HW


  • ELA
    • Reread Junior Great Books Story (comprehension test is all HOTS!!)
    • Study vocab for quiz (will include writing 4 great vocab sentences)
    • Spelling Contract due/Study spelling words
    • TAG:  pronouns practice pg. 234-5 #1-15 - write the answers only
  • Math
    • HOTS POW due
    • Rectilinear practice - we are having some difficulty remembering which dimensions to use, so here is an example from class to show how you can break the shape into two different rectangles then add the area:  


    • Study multiplication facts - we will have our weekly timing tomorrow

Writing Resource:
  • We spent a lot of time today practicing writing using writer's craft to convey a complete thought.  
  • We also spent time paraphrasing which is very important as we prepare to start our animal research reports next week.
  • Here is the resource to help the kids with sentence variety:


Wednesday, December 5, 2012

Wed. 12/5 HW


  • ELA
    • Spelling Contract
    • Write score rubric and writing sample were sent home today - please review the sample and the write score grade.  This is a diagnostic test and a starting point.  We will test again in March to see progress!
  • Math
    • Pink group:  #7-11 on the study guide
    • Green group:  area of rectilinear shapes practice (2 problems) - break them down into two smaller rectangles then add up both areas for the total area of the shape
  • SS
    • Economics Test tomorrow!  Please study!  

  • Signed papers:  please return as soon as yall are done reviewing them.

Tuesday, December 4, 2012

Tuesday, 12/4 HW


  • ELA
    • Spelling Contract
    • Review figurative language if you need to retake the quiz tomorrow
  • Math
    • HOTS POW
    • Word problems page f/b
  • SS 
    • Study for test!!!!
      • The kids have a completed study guide as well - remember, it is just economics on Thursday, not FDR!
  • Signed papers
    • My ELA kids that are NOT in my homeroom - oops! I still have your papers.  They will go home tomorrow. 
  • Write Score grades, rubrics, and sample will also go home tomorrow!
We have been hard at work in the lab on our American Hero Powerpoint presentations. When they are completed, a handout copy will also be in your child's signed papers for you to review.  He/She can also bring in a USB drive to copy the file. Your children are becoming technology masterminds!!!




Monday, December 3, 2012

Monday, 12/3 HW


  • ELA
    • Spelling Contract
  • Math
    • Study guide #1-6 
    • HOTS POW
  • SS 
    • Study the economics side of the study guide
Today we spent the afternoon learning about Henri Rousseau (On-ray Ru-so) in the Mustang Museum - it was awesome! Ask your child what he/she knows about the very imaginative artist! 

The 3-D depiction of one of his pieces is AMAZING! Your family should definitely check it out on Heritage Night!



Listening and visualizing, then drawing based on Rousseau's dictated directions!


Friday, November 30, 2012

Curriculum Updates

Please save...
-any family/appropriate magazines that we can use to collage with for future projects please!
-bread clips
-2 liter bottles for Science Force
-boxtops, etc.

*we do not need lids/caps anymore.  Mrs. Avery thanks us!

Please return any completed "Get Active, Get Fit" forms

Mustang Museum
For the next two Mondays, we will visit the Mustang Museum.  The featured artist is Henry Rosseau.  The Mustang Museum is set up to give every child a museum experience!  We will learn about the artist, view his works, analyze them, and draw conclusions!  Not only will we use our HOTS, we will gain knowledge in the Arts and have fun!!

Heritage Night
Please email me if your child would like to take part and is available to play the part (listed earlier this week on the blog).  It is from 5:00-5:20.  Please come out to support our school and celebrate our diverse cultures!  It begins at 6:00.  Mustang Museum and the Book Fair will also be open during these times.

Language Arts

We will have the same spelling words and each group will have a vocabulary quiz this week as well.  We will be reading from Junior Great Books (my favorite!).

Spelling Contract
Spelling contract will continue.   Every week, complete the mandatory assignments.  Then choose at least one activity for each of the areas:  Technological Literacy and Writer’s Craft/Vocabulary Acquisition.  Mandatory Assignments: Cursive 3x’s each and an End of the week Pretest with a parent/guardian signature verifying your score.  Write each incorrect word 5 times.


Writer’s Craft/Vocabulary Acquisition:   -choose one (any of these can be typed!)
1. Write ten awesome sentences. 
2. Story Bird
3. Picture Illustration Elaboration
4. Poetry
5. Letter.
6. Powerpoint Presentation
7. Write a play or reader’s theater that includes 10 words.
8. Create a crossword puzzle - www.puzzlemaker.com – you must write the definitions for ten words, and then solve the crossword puzzle.      
Technological Literacy:   - choose one
1. Create a wordle of this week’s spelling words.  Print and attach to your contract.  http://www.wordle.net/create
2. Spelling City (words are updated already!)  www.spellingcity.com and do 2 different activities with your list.  
3. www.puzzlemaker.com – create a word search, print, then find all 20 words.
4. Storybird (see above)
5. Powerpoint presentation (see above)
*Have another creative idea or suggestion?  Submit it to Ms. Serafin for approval!

Visual Dictionary
Some of the kids had trouble with a few words, like freight and seize.  A cool tool is the visual dictionary (I also added it to my portaportal!)  http://visual.merriam-webster.com/index.php

Pink group:

Tuesday of the Other June



Spelling Words                 

sushi
chance
match
watches
showed
shocked
pushed
crutches
crash
chewable
batch
hitched
sharp
speech
challenge
shipwrecked
childish
shallow
chaperone
champion


Vocabulary Words

recited:  said or repeated something out loud

worrywart:  someone who worries too much

torment:  to cause great pain or suffering

adjust:  to become more and more comfortable

bureau: a low chest of drawers for use in a bedroom


Green group:
The Fisherman and His Wife



Spelling Words                 

sushi
chance
match
watches
showed
shocked
pushed
crutches
crash
chewable
batch
hitched
sharp
speech
challenge
shipwrecked
childish
shallow
chaperone
champion


Vocabulary Words

dreadful-bad, awful

restless- discontented, unhappy (can also mean not able to sit still)

obliged-had to do something

angled- fished with a hook

fortnight- 2 weeks

larder- a place where food is stored; pantry

herald- messenger

scepter- a staff or baton used as a sign of authority

Social Studies: 

Here is the quiz we took today - I could really tell they had been studying and making great connections this week and as we were reviewing!   We will finish our economics unit on Tuesday/Wednesday (conversation has been so rich that we are usually taking longer than I originally allot for it!), and begin FDR on Wednesday/Thursday.  We will take the test for Economics on Thursday.  TAG will take it that morning before they leave.
-We will test on the back side of the study guide.    

Social Studies Quiz:  Economics
I. Match the definition to the correct vocabulary word.


1.     ________Currency
2.    ________Income
3.    ________Goods
4.    ________Services
5.    ________Budget
6.    ________Economy

a.    A plan for using money
b.    The form of money that people in a country use
c.    Forms of work people do for other people
d.    Things people buy or sell
e.    The way people make, buy, sell, and use things.
f.    The money people earn for work


II. Match the type of resource to the definition.


7.    ________Natural resource
8.    ________Capital resource
9.    ________Human resources



a.    Things made by people that help people or provide a service (roads, tractors, buildings)
b.    The skills, knowledge, and hard work that people bring to their jobs (manual labor, like a man building a chair or sharing knowledge, like a lawyer)
c.    Things found in nature and used by people (trees)



10.  Identify each of the following as a need or a want.



·         ___________The iPhone5
·         ___________Winter coat
·         ___________Electricity
·         ___________A scooter
·         ___________Clean, running water
·         ___________Manicure at the salon
·         ___________Shelter
·         ___________Food
·         ___________Candy
·         ___________Eating at a restaurant




11.  Identify the following as a good or a service.


·         ___________Frozen Yogurt
·         ___________Going to the Doctor
·         ___________A lawyer
·         ___________New bicycle
·         ___________Getting your hair cut
·         ___________A new outfit
·         ___________A Babysitter watching you
·         ___________An Ipad


12.   Why should you use your money wisely?  Explain at least one reason.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
13.  Budget:  why would a family have a budget?  Why are budgets important?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
14.  What is something that you want to save your money to buy?
______________________________________________________________________________________________________________________________________________________
15.  What is the currency of the USA?  ______________________________________________

16.  Name one other currency from around the world:  ___________________________________




 Math
In math we will continue to find the area of rectangles, squares, and rectilinear (T, L, etc.-shaped polygons) shapes.  We will use strategies to break rectilinear shapes into smaller rectangles then add the areas together.  We will continue with word problems that give both the dimensions or ask the children to undo the area to find missing dimensions.  We will also focus on two-step word problems.  The kids have loved area so far and really are grasping it!!  While there are many strategies to find area, we really want them to use multiplication as the basis for their problem-solving.  

Some key words we will learn/revisit include:

Sneaky Key Words in Word Problems:
Words like half, double, and triple seem innocent enough… but what do they mean in a math word problem?
Half = divide it into two (literally half of the number they give you).  Now you try:

half of 10 =  _____
half of 100 =  _____
half of 50 =  _____
half of 24 =  _____

Double = multiply the number times two.

double 10 =  _____
double 100 =  _____
double 50 =  _____
double 24 =  _____

Triple = multiply the number times three

Seven tripled = _____
Ten tripled = _____

We will then apply these in area word problems.  

  








Lab: Foreign Currency Investigation


Thank you to all of the families that sent in currencies from around the world!  We were able to investigate currencies from:  China, India, England, Bahamas, Mexico, Canada, France, Domican Republic, South Africa, Republic of Korea, Japan, Bolivia, Euros (multiple countries in Europe), Kuwait, as well as some of the more rare US coins!


Interesting Article from the TAG department


10 Best Ways to Cultivate Curiosity in Kids
By Josh Clark

There's something very cynical about telling another person that curiosity killed the cat without adding that satisfaction brought him back. Doubt, insecurity, anxiety and a fear of failure are what keep us from exploring the world around us. By allowing our curiosity to get the best of us, however, we can be greatly rewarded with learning about new cultures, new interests and new ways of looking at life.

Research indicates that we learn by exploring, and even once we've gotten a handle on life, our curiosity remains. But this trait must be cultivated; it can easily be lost and replaced with mundaneness. With little effort and a bit of foresight, parents can help cultivate their children's curiosity. Even better, sparking curiosity in children can help do the same for the adults around them.

Here are 10 ways that parents can cultivate curiosity in kids and create a lifelong love of learning.
Let your Child Take the Reins
As we've just seen, allowing your child to guide the conversation can spark curiosity, or at least support the curiosity he or she has recently pursued. Don't stop there, however.

That trip to the grocery store or the museum, the times when you're tending your parent-child garden, the wild swings in interest. All of these are times when it's all right to allow your child to let his or her curiosity go wherever it may lead. There are plenty of moments when your son or daughter will require your guidance, but there are also moments when he or she should be able to lead the inquisitive parade.

This will inherently require some toughness from you as a parent. When you let your child take the lead, you are, from time to time, inherently setting him up for failure. And your child will fail. But don't let your natural protectiveness stop you or your child from letting curiosity take over.
Get Involved in Your Child's Studies
Quick: What is your child studying in science class this week? Not sure? Then you've just discovered a new opportunity to cultivate your child's curiosity.

Engage your child in a conversation about his or her current studies. Let your child take the lead in the conversation, with you simply asking questions. Even if he or she is recounting something you're already familiar with, try to repress the urge to guide the conversation. The same tactic can also be used for extracurricular activities, like that astronomy club or trumpet lesson.

If your child is getting older and has already mastered the art of eye-rolling, step things up a bit. Ask the child about the coolest thing he or she's learned recently. By drawing yourself closer to your child's studies, you'll not only support curious inquiry, you'll also engage them on a personal level based on your child's day to day life. Open lines of communication are important, and sometimes, the child should lead the discussion.
Allow Field Trips and Home-Based Discovery
We've already seen a trip to the grocery store can be a big opportunity for curiosity. Just think about the abundance that awaits at places that are geared toward sparking curiosity.

A simple leisurely walk through a children's museum or a museum of art or history will often spark curiosity on its own, even your child grudgingly agrees to go along. But taking the time to ask open-ended questions about the exhibits can help ignite the spark into a flame. Queries like "What do you think life was like for Neanderthals?" or "I wonder how the artist got the eyes in this painting to follow us around" can truly help to cultivate curiosity, even if neither one of you has a clue to the answer.

You can also set up moments that can inspire curiosity at home. Varied gardens, for example, give you an opportunity to spend time with your kids, offer a glimpse into the inner workings of an often-overlooked world and can lend your child a sense of accomplishment and pride in the finished product.

Allow for Flexible Thinking
As adults, we may have finally given in to believing that there's one way to do things: the right way. In our daily lives, we have deadlines that have to be met and a certain way of delivering our work in a quick and efficient way. Curiosity doesn't work like this. In fact, it represents pretty much the opposite of that mentality.

Psychologist Todd Kashdan recommends being aware of our tendencies to view things through a single lens when we're instructing our children. He uses the example of teaching a youngster how to hold a baseball bat. Instead of telling the child you're teaching him or her the correct way, tell the kid this is one way to hold the bat. Leaving the instruction open to interpretation also leaves the door open to curiosity. This method of teaching also cuts down on the fear of failure. Implying that there are other ways to hold a bat (and view the world) lends more freedom to a child to explore other ways as well without worrying about letting you down or doing something the wrong way.



Recognize Everyday Opportinities
When you're in the grocery store, the list you carry with you is probably really similar to the list you had last week and the week before. But each time you pass by the foods that don't quite make sense, you pass by an opportunity to spark curiosity in your child (and yourself).

There's a big, wide world out there, but don't take for granted that your child is aware of it. Take the initiative to try new things from other places to expand this awareness. This can be as simple as a testing out a food from another land for a single dinner. Let your keyword searches guide you: before leaving work, search the Internet for interesting facts about another country with great cuisine, like India or Thailand. During the meal, announce your discoveries. Not only will you create the potential for cultivating curiosity in your child, you may ignite your own as well.

And this is just dinner we're talking about. Everything from a trip to IKEA for some dishware to a family vacation can present opportunities for cultivating curiosity. Imagine the possibilities.
Embrace Anxiety
It can be scary, trying new things. Oftentimes, taking up a new interest means meeting new people, and when we investigate a new topic, there is an inherent risk that we won't fully grasp it. This is tantamount to failure, which can prevent us from seeking new areas of interest.

The fear of the unknown can breed anxiety, but this is not necessarily a bad thing. George Mason University psychologist Todd Kashdan views anxiety as the opposite side of the same coin that excitement dwells. By recognizing anxiety is present when we undertake new explorations, we are effectively taking some of the scare out, which allows the other side to fill the void.

By reassuring your child that it's okay to feel anxious when trying out a new thing, but predicting that he or she will experience real excitement once it's over, curiosity can be cultivated. We are rewarded with a pleasurable feeling when we try something new, and our confidence tends to grow with each success. Even the sense of failure may be displaced by the sense of accomplishment and bravery shown by investigating a new interest.
Don't Inadvertently Stunt Curiosity
Peers aren't the only group that can stunt curiosity in children. Even as innocently as we may do it, adults and even parents can send the message that curiosity is an undesirable trait.

In some moments it's harder to encourage curiosity than others. A trip to a museum is a ready-made opportunity to cultivate curiosity; washing dishes or watching the game may be a little harder to see as such an occasion. Questions from our kids come at unpredictable times, whether we're ready for them or not. But each question asked is a chance to expand curiosity.

It's easy to answer uninvited questions at inopportune moments with an "I don't know," and a shrug of the shoulders. This can stymie curiosity in children, especially if the question is answered curtly or the child is treated as a bother. Of course, not every question is going to be met with aplomb and enthusiasm. But whenever you can muster the energy, take time out to answer questions from your kids. Don't be afraid to say you don't know; take the opportunity to go research the answer together. You'll likely find that the line of questioning will run its course fairly quickly, and, honestly, the dishes can wait.
Be Aware of Disengagement
Letting your child know that it's all right to become disinterested in one topic for another (and doing your best to forget about the $150 price tag for that trumpet he no longer plays) is an excellent way to foster curiosity. Just look out for signs of disengagement, like dropping an interest and not replacing it with another.

This is especially significant with the onset of puberty, when the opposite sex becomes vastly more interesting. Encouraging your child to maintain at least one hobby or join at least one club her or she finds interesting can help prevent them from engaging in risky behavior during their teenage years.

Much of the threat to curiosity comes from other kids. Unfortunately, children aren't curious in equal measure. As the teenage years continue, the pressure to conform to the group -- which will generally not have a vital interest in trumpets, astronomy or other topics of curiosity -- can lead your child to drop his or her childhood interests in favor of being accepted.

Let your kid know he or she can be both cool and interested in life.
Support Deep Interests
If you're lucky enough that your child has focused in on one (inexpensive) interest, throw everything you've got at it. In addition to breadth, psychology also measures levels of curiosity by depth. A child who is intensely interested in the cosmos but couldn't care less about anything else is still curious by definition.

Within a single topic, especially a broad one like astronomy or space exploration, there are worlds of related information. An interest in stars can lead to the discovery of black holes, which further involve the child in mental exploration.

You're going to want to keep an eye out for a lack of socialization, however. Studies have shown that kids who are deeply curious about a single topic may have trouble integrating into their peer groups. Make sure that along with the topic of interest, your child also takes time to hang out with other kids. One good idea is to find clubs that are based around your kid's interest. She and other kids with the same interest will have a lot to talk about.

Encourage Dabbling

One of the ways that psychologists evaluate curiosity is by its breadth -- the span across topics that draw a person's attention. Dabbling in everything from a foreign language, to the trumpet, to dinosaurs doesn't mean a child is fickle; it's a sign of a healthy curiosity. Encourage it.

While this will likely mean a lot of trips to clubs and functions that taper off quickly as soon as a new interest is discovered, this is a small price to pay to cultivate curiosity in a child. Studies have shown that people who display signs of trait curiosity, a lifelong drive to find new things or deeply investigate others, tend to score high on life satisfaction scales in adulthood.

Certainly, no one expects parents to clear out the section related to their child's most recent interest at the book store. But a single book, a documentary, a puzzle or day trip can both stoke the child's excitement and satisfy their curiosity.




Ms. Serafin in Kenya

Ms. Serafin in Kenya