Seattle’s ReCreative Store

In the Greenwood neighborhood of North Seattle, you’ll find a unique store called ReCreative – a Creative Reuse Store and Community Arts Center. Community members and local businesses donate clean and usable art, craft, school, and office supplies that are re-sold to the public. This diverts materials headed for landfills, and re-distributes them to people who can use them for education, art, and inspiration. They are a great resource for preschool teachers, camp counselors, aftercare programs, parents, and anyone who likes to do art or make stuff.

They offer adult art classes (painting, knitting, art journalling), kids’ art classes (paint playground for ages 1 – 5, kids studio for age 5 – 7, early release Wednesdays for grade 2 – 5, crochet critters for ages 8 – 12, and family woodworking), and camps during summer and school breaks. They also offer a creative playspace which is open to kids and parents every afternoon, and parents’ night out for 4 – 12 year olds, and children’s parties.  Learn more on their website.

Their inventory is ever-changing, but here’s what we found on 8/23/17 – click on any picture for a larger image.

Yarn, Fabric and Sewing Notions

       

Paper of all sorts

   

Miscellaneous re-useables: Corks, bottle caps, lids, straws, wood bits

   

Photo frames and albums, stencils and stickers, photos, beads and jewelry supplies

   

Paint, markers, crayons, pens and pencils

  

Rubber stamps, office supplies, leather bits
  

Shells, bottles and jars (although everything else is cheap, I think 50 cents for jars is a bit high), tile samples and laminate samples

  

There’s more… I got pictures of about 70% of what I saw.

As you can see at the top of the post, I bought a little notebook, some index cards, and LOTS of markers… my total (minus the 25 cent hair clip my son wanted) was $1.35!

To be fair – I tested the markers, and although there were no dead markers, five of them are on the verge of drying up. (That’s fine – we’ll use those for DIY liquid watercolor paints… learn how here.) But over 40 markers that work great for under a $1.00 is still a great deal.

If you’re local, check out Seattle ReCreative and let us know what you think in the comments. If you’re not local, do you have anything like this in your community? Let my other readers know!

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Parenting as Justice Work

A few days ago, my six-year-old had been playing a video game, and told me the characters said they wanted to make the world a better place. Then my son said “It seems like that’s what everyone is trying to do – everyone wants to make the world a better place.”

He said this a few days after the Unite the Right rally in Charlottesville, VA. And I thought to myself “But the challenge is that some people’s view of what would be ‘better’ is very different from other people’s views.”

As we’ve seen this week, some people’s view of a better America is one where everyone is of European descent and where all others have “gone back to where they came from” or have “learned their place.” It’s a view based on hate / prejudice, or driven by fear, or a desire to protect those who are “like me” from those who are different.

My view is of a more just and equitable society, filled with diverse traditions and perspectives, where all members of the society have equal rights and equal protections. My view acknowledges that we are a long ways from that right now, as the marginalized members of our society who may most need the protections are instead the least likely to be well served by our institutions and policies.

What do I, as an individual, do to help work toward my view of a better world? How do I, as a parent, talk to my child about my vision of a better world? What do I, as a parent educator, say to the parents in my classes to encourage them to articulate their own view of a better world and to talk to their children about that? How do I, as a member of a faith community and other communities, work together with others to speak aloud our vision for a better world, knowing that the more voices are united, the more powerful the message is?

Talk about (and embrace) differences

I’ve written three posts in the past, which articulate many thoughts on these topics: Talking to Toddlers About Race; Teaching about Differences and Appreciation of Diversity;  Look Mom! That lady only has one leg! All of these address the fact that children notice differences! (As early as six months, children can classify faces by race and by gender. Source.) They also notice how we respond to them. So, when your preschooler shouts out “Look! That kid has a weird red spot on their cheek!” or “Is that a man or a woman?” or “Why is she wearing that weird robe that covers her all up?” or whatever… think about how to respond. If you “shushhhh” your child, you teach them that the thing they have observed is a shameful thing we don’t talk about in public. If you try to ignore the difference or say “but we’re all the same!” you confuse your child and miss a teaching opportunity.

Here’s another perspective:

“[Being “colorblind”] is not realistic. I’m an African-American woman. … When I walk into a room and I am the only black woman, it’s obvious. There’s no benefit in pretending. …  however, [we don’t] need to act awkward around each other. If we’ve embraced the fact that God has created us as equals, there’s no need or reason for that awkwardness. If someone who is culturally or ethnically different from you comes around, it is unrealistic, unhelpful and possibly unloving to pretend that you don’t notice. So, when your child says, “Mommy why is that woman wearing a dot on her forehead?” Instead of asking them to be quiet out of embarrassment, the colorsmart approach is to take that question as an opportunity to positively explain her different, unique culture. (source)

Here’s another thought:

“I’m going to teach my daughter the truth about race — that our brains are wired to notice looks first. … It’s okay to notice skin color. What’s not okay is to pretend color doesn’t exist. It’s the way you acknowledge color, and how you react, that makes you embrace race, hide from it, or run from it. … it’s [our] job to move beyond primal instinct in order to truly accept everyone — no matter what color or culture they may be. … Step out from behind the curtain of color-blindness, and embrace how not everyone is the same.”   (source)

Or, as one of my friends says to her five-year-old: “everyone’s different, and that’s awesome!”

And it’s not enough to say this with your words… your actions also matter. Children pick up and interpret subtle messages from their environment. So, if all the people you hang out with look and talk a lot like you, your child may interpret that they’re only supposed to hang around people who look and talk like them. (Source)

If we don’t talk about race , religion, abilities and other differences, then our child will come up with their own guesses and interpretations. It is better to talk about it openly so they know our views.

Talk about Inequities

As we talk about differences, and embrace differences, we may also naturally talk about equality – how in the United States, we are supposed to all have equal rights, equal protection, and equal responsibilities. I absolutely want to talk to my child about how things should be. But, I can’t leave it at that… I also have to talk about the fact that things in our country are not truly equal.

“If you tell your kid his entire life that all people, regardless of the color of their skin, are exactly the same, then when your white kid is a white grown up and he sees a disproportionate percentage of the people living in poverty have a different skin color than he does, he’s going to assume it’s because there’s something wrong with them. He will blame the people, not the flawed system. If we’re all the same, those people with brown skin can just work hard and be successful, right? …

By teaching your kids not to see color, you’re teaching them that the black men gunned down by white cops must have been criminals, they must’ve been bad guys, they must’ve deserved it.

By teaching your kids not to see color, you are teaching them that systemic racism does not exist… you are teaching them to be complicit in a culture of racism and fear.

Colorblind is not the answer. Skin color exists. Race exists. Racism exists. To ignore it and pretend it doesn’t is not just the wrong way, but is exacerbating the problem. Ignoring race, being colorblind, teaches kids that there’s nothing to talk about, nothing to discuss. White parents need to ENCOURAGE their kids to talk about race, ask questions, learn. Feed the discussion, not the ignorance.

Teach your kids to celebrate differences. Teach your kids that skin color IS important. Teach your kids that race exists, but bigotry shouldn’t. Teach them that our differences make us amazing. Don’t ignore, embrace.”  (Source)

Talk about Privilege

If I acknowledge that it is harder to be black, or Jewish, or gay in our society, I must also acknowledge that it is easier to be white, Christian, or straight. There is inherent privilege in these identities. “Privilege is the “up-side” of oppression and discrimination. It is about unearned advantage, which can also be described as exemption from discrimination.” Source

Privilege can be mis-interpreted.

“… privilege does not mean that their lives will be easy or that everything is “handed” to them. People tend to think of privilege in terms of super rich people who don’t have to work for anything. It’s hard to see that we are privileged when we are struggling to make ends meet. The fact is that privilege isn’t so much about what is handed to you, it’s about what isn’t even accessible to others. White privilege doesn’t mean that someone gives you a job for no reason, but it might mean that your resume is instantly taken more seriously because your name is John and not Jamal.” Source

I believe that I am a good person, and that I am smart, and that I work hard. So it is easy to believe that I have earned all the things I have in life. But I must also acknowledge that many things were easier for me to earn when I am white, 4th or 5th generation American, of Christian heritage, middle class, straight, cisgender, well-educated, and had a calm childhood with few things that could be considered adverse childhood experiences. (Read more about me and my identity here.)

What are some of the ways I’ve experienced privilege? In a classic essay on Unpacking the Privilege Knapsack, Peggy McIntosh lists some examples of the privileges I’ve experienced:

  • I can turn on the TV or open the paper, and see people of my race widely represented.
  • I can go shopping… mostly assured I will not be followed or harassed.
  • I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these things to the bad morals, the poverty of the illiteracy of my race.
  • I am never asked to speak for all the people of my racial group.
  • I can be pretty sure that if I ask to speak to “the person in charge”, I will be facing a person of my race.
  • I can be pretty sure that if I need medical or legal help, my race will not work against me.

My kids will also experience these benefits.

“A white kid growing up in a middle-class family an hour outside Seattle like my kids can work hard and become anything they want to be. A black kid growing up in a poor family in Baltimore could work just as hard as my white kids and not end up in the same place. Do some of those kids “beat the odds” and become super successful? Absolutely. But the fact that there are “odds” to beat is exactly the point of white privilege.” Source

So, what can I do? I’m still going to encourage my kids to be good people and to work hard. When they succeed at something, I’ll still celebrate and tell them they earned it. But when they earn access to some option just because of their privileged status, I will also point that out to them. I’ll ask them to question whether everyone truly had equal access. I’ll ask them to notice when other people do not have the same access as they do, and to question why that is the case.

Use Your Privilege

“Privilege means that you owe a debt. You were born with [privilege]. You didn’t ask for it. And you didn’t pay for it either. No one is blaming you for having it. You are lovely, human, and amazing. Being a citizen of a society requires work from everyone within that society. It is up to you whether you choose to acknowledge the work that is yours to do. It is up to you whether you choose to pay this debt and how you choose to do so.”  Source

That might mean speaking up for a person who is being poorly treated at a business due to their marginalized status, or it might mean speaking at a town hall where your voice may be heard better than the voices of those who are often silenced, it might be standing up for someone who is being bullied, or walking alongside marginalized people as they rally for their rights.  There are lots of things we can do as individual adults, and as our kids see us taking action, they learn from our example what our values are.

We can also encourage our children to use their privileges. A mother of a black son (who will transition from “an adorable black boy to a strong black man”) writes:

“We talk to our son about safety issues. We talk to him about being respectful of police (and anyone in authority), about keeping his hands where they are visible, about not wearing his hood up over his face or sneaking through the neighbor’s backyard during hide-and-seek or when taking a shortcut home from school. … Some people are going to see him as a “thug” before they ever know his name, his story, his gifts and talents.” Source

I’ve got an adorable white boy, who’s likely to transition to a scrawny geeky white man. I don’t have to have these same conversations with him. But I can talk to him about racism (and other -isms) and help him understand how to use his privilege to protect others. As the mother of the black son writes:

“So white parents, please talk to your kids about racism. If they see my son being bullied or called racist names, they need to stand with him. They need to understand how threatening that is and not just something to be laughed off. If your child is with my child playing soccer at the park and the police drive by, tell your child to stay—just stay right there with my son. Be a witness. In that situation, be extra polite, extra respectful. Don’t run and don’t leave my son by himself. If they are with my son, this is not the time to try out any new risky behaviors. Whatever trouble they get into, he will likely not be judged by the same standard you are. Be understanding that he can’t make the same mistakes you can.

Be conscious of what media messages your kids are getting about race. Engage in tough conversations about what you’re hearing in the news. Don’t shy away from this just because you can. He can’t. We can’t. I have hope that when white parents start talking about these issues with our white kids, that’s when change starts.” Source

When do we start?

We start talking about differences as early as our kids start noticing them. That’s as young as 6 months for race and gender! They start to crystallize beliefs about group identities as by the time they reach preschool. (Source) We can help to shape their initial attitudes on all these things, but not if we don’t start talking about it till they’re 6 or 7 years old. That’s too late to start.

So, from very early on, do step 1: talk about (and embrace) differences.

The other steps are more sophisticated, and require a more advanced cognitive level to understand. As rough estimates: when your kids start talking about what’s fair and what’s unfair is a good time to start talking about equality and step 2 – talking about inequities. This would typically be around age 4 – 6. You can talk about recognizing and using privilege as they get into later elementary school, or before then if you note that they are starting to make assumptions about “____ got that because he deserved it and ____ didn’t get it because she’s not good enough” or any other judgments that imply a developing bias.

Resources for learning more:

To learn more about these topics, click on any of the links above to find lots of great articles.

Also check out resources from the Southern Poverty Law Center. For adults, Ten Ways to Fight Hate. For kids (and educators), the resources on Teaching Tolerance.

Making Music: How it Benefits Early Learning

When parents attend our parent-child classes with their children, they may think of the songs we sing at circle time as one of the fun and enjoyable parts of class, but they may not realize just how much important learning is going on. When children actively participate in making music (whether that’s a baby bouncing to rhythm, a toddler shaking their bells, a preschooler singing along, or an elementary age child playing an instrument), here’s how they benefit:

Music Skills: Of course, they begin learning musical skills, such as rhythm, varying tempo and pitch, and how to echo back what they hear. They learn to use their singing voice and play instruments.

Auditory Processing: They learn how to listen. Children who have music lessons respond to sounds more quickly, distinguish between sounds, and pay attention to sounds, all of which aids in learning.

Language: When listening to and singing songs, there’s lots of language learning. They learn to hear the rhythm of language, the break between syllables and words, hear and predict rhymes, work on pronunciation, and get exposed to a wide ranging vocabulary – from the water spout the spider climbs up to the pockets full of posey and the fleece on Mary’s lamb. Singing the alphabet song and singing about 5 little ducks who went out one day teach letter and number sequences.

Vestibular Development: With babies and toddlers, when we hold them in our arms while we dance, or hold them in our laps for lap songs, like the Grand Old Duke of York, all that bouncing up and down, swaying side to side, and even flipping upside down helps to develop their vestibular system – the system that helps them to balance and know their position.

Large Motor: When kids dance, clap, swing their arms, roll arms to Wheels on the Bus, shake the shaker or bang the drum, they’re learning large motor movements – new ways of using their bodies.

Small motor: As children learn to use more sophisticated instruments, starting with triangles and rhythm sticks, moving up to keyboards, and then stringed instruments or wind instruments, they develop precise fine motor skills. They can then apply these in lots of other areas of life.

Steady Beat: By the age of 3 or 4, children should know how to keep a beat, but most do not. Steady beat helps with a huge array of physical tasks which are easier and/or more effective with rhythm: walking, dancing, dribbling a ball, rowing a boat, typing on a keyboard, cutting vegetables, jumping rope, cutting with scissors and much more. Also, research shows kids with the ability to keep a steady beat pay attention for longer periods and do better in school.

Keeping Time / Math: Music enhances brain development in areas tied to counting, organization, time, and division of larger notes into smaller notes (i.e. fractions).

Impulse Control: When we take our shakers and we “shake and we shake and we shake and we stop”, kids are learning impulse control and following directions. How do we stop doing something when told to stop, and how do we wait till we’re told it’s time to start again? These are key skills for success at school and life.

Predicting what comes next / pattern recognition: When you sing the same song to your child over and over, they learn to expect what is coming next… “After mom says ‘with a one step, and a two step’ she’s gong to tickle me!” This helps them learn to understand cause / effect, and routines.

Emotional Intelligence: In Brain Rules for Babies, John Medina describes how when a child learns to recognize different musical tones, they also learn to recognize different emotional tones, and can tell more about how others feel. Young babies who were exposed to music classes had improved communication: more likely to point to objects, wave goodbye, smile, and show less distress.

Attachment: Music can foster emotional attachment. Even when babies are still in the womb, music can be a way to make a connection – they will respond to your voice. After birth, your family’s songs start becoming familiar and recognizable, and a part of their safe and secure environment.

Tradition: Music is a unique and powerful way for children to connect to their roots. An African-American spiritual, a Yiddish or Irish lullaby, a Mexican folk song… all introduce a child to the family’s heritage in a way that goes beyond words or pictures.

Routines / Transitions: Familiar songs create a sense of comfort for a child. No matter where you are, you always have access to this same familiar tune. Many parents and teachers learn the value of songs for reinforcing routines (“this is the song we always sing at bedtime”) and signaling that it’s time to transition from one activity to the next (the cleanup song!).

Memory: Research has shown that children who’ve taken music lessons have a better ability to repeat back and to remember what they hear or read. Teaching information in a song form also makes it easier for kids to remember – make up a little song to help them memorize your phone number!

Practice group skills: Sitting at circle time, listening to the teacher, participating when asked, figuring out when they’re supposed to just sit quietly (and learning how to just sit quietly!), starting an activity when all the other children do and stopping when they do are all important steps in school readiness.

IQ and academic success: Research has shown that children who participate in music lessons have higher IQ’s, do better in school, and score better on standardized tests. The more years of music lessons they take, the better they do.

Fun: One of the biggest reasons we have music in our classes is because it is fun! Making music with others gives us all joy. The smiles and giggles in music time delight parents, children, and teachers.

Resources I’ve compiled

Other Resources

  • King County library – videos of librarians singing 100’s of classic children’s rhymes. http://kcls.org/content
  • Jbrary – a YouTube channel featuring children’s librarians singing songs, lap songs, and finger rhymes from library story times: www.youtube.com/user/Jbrary/videos.
  • Nancy Stewart – lyrics and .mp3 audio recordings of lots of traditional songs, including “songs every child should know” http://singwithourkids.com/song-library.htm. Recommended books which include songs, or have rhythmic text that can be sung, to reinforce early literacy skills: http://singwithourkids.com/bookshelf.htm.
  • Let’s Play Music – Over 150 songs, each with lyrics, sheet music, a video of the tune played on a xylophone and motions to go along with the song. www.letsplaykidsmusic.com
  • YouTube has a huge collection of animated videos featuring traditional and new children’s songs, in a wide range of languages. Quality ranges tremendously, and many are inappropriate for children; however, there are some great ones if you search and preview and make your own playlists.

If you would like a printable version of this information to hand out, here’s the Music Benefits PDF.

Summer Movies 2017

Whether you’re looking for outdoor movies to enjoy those warm summer evenings, or indoor movies for those hot summer mornings when you really just need some A/C, or a drive-in movie, here are some options in the Seattle area for summer 2017.

Kids’ Summer Movie Clubs

As you may remember from your own childhood, these are probably the cheapest, easiest way to entertain your kids for two hours on a summer morning…

Outdoor Movies

Note: all outdoor movies start around “dusk”. This being the Pacific Northwest, that usually means around 9 – 9:30 pm in July and 8:30 – 9 in August, so outdoor movies aren’t compatible with early bedtimes. Get some handy tips / etiquette advice for outdoor movies here and here.

If you want one page that has all the movie listings all in one place, go to https://www.seattlemet.com/articles/2017/6/9/seattle-summer-outdoor-movie-guide-2017

Tuesdays

Downtown Movies in the Park at Bellevue’s Downtown Park (by the mall). Free entertainment, popcorn and movies – each week has a non-profit partner, and you’re encouraged to donate to support these valuable programs. All movies are kid friendly. https://parks.bellevuewa.gov/special-events/outdoor-movies

Wednesdays:

Movies at Marymoor in Redmond. Wednesdays, 7/5 – 8/23. Some weeks are kid movies, some are teen/adult movies – check schedule. $5 per person, $5 to park. Live entertainment, trivia, food trucks, vendors. www.epiceap.com/movies-at-marymoor/

Thursdays:

Fridays:

Saturdays:

More options: Fridays at Auburn’s Summer Sounds; Fridays at Shilshole Bay Marina; Saturday teen movies at Three Dollar Bill, Cal Anderson Park, Capital Hill.

Drive-Ins

Movies start at dusk… see note above. There aren’t many classic drive-ins left… and when you search for them online, you’re likely to find out of date listings. For example, http://www.driveintheater.com/drivlist.htm lists Samish in Bellingham, which was demolished in 2004, and http://www.driveinmovie.com/WA.htm lists Valley in Auburn which has been closed for several years and Puget Park in Everett, which closed in 2010. Here’s what’s still open within a two hour drive from Seattle:

The only other one in the state is Auto-vue Drive-in – Colville, WA. 6 hours from Seattle. www.facebook.com/Auto-Vue-Drive-In-Theatre-120740527937813/

Summer Movie Guide and Parental Guides to Media

If you’re looking for a list of first-run movies for the summer, and advice on whether they’re kid appropriate, check out the Summer Movie Guide from Common Sense Media. Common Sense also provides reviews of movies, books, TV shows, games, apps and websites. In their movie reviews, they look at educational value, positive role models, positive messages, violence and scariness level, sexy stuff, language, consumerism and substances, providing information so parents can make their own informed decisions about what’s right for their child.

Kids in Mind also offers film reviews which rate, on a scale of 1 – 10, the level of sex/nudity, violence/gore, profanity and substance use in a movie. They also give detailed descriptions of each incident they counted, for parents to consider (and sometimes, at least for me, to laugh at…). For example, for the Captain Underpants movie, under violence and gore, these situations are described: “Children run around in a frenzy after a man pours sugar on their heads. Toilet paper rolls are launched and one roll hits a man… Flashbacks to pranks pulled on teachers include water fountains spraying in their faces, paint splattered on them, among others. A man falls into a dunk tank and is sprayed with water guns at a carnival. Thunder claps sound and lightning flashes when children go into school on a Saturday.”

Read more: http://www.kidsinmind.com/c/captainunderpantsthefirstepicmovie.htm#ixzz4jpOR1j1t
TERMS OF USE: Our reviews are copyrighted. Copy, save, print, email and share content, but publishing our reviews on other websites is both illegal and immoral.
Under Creative Commons License: Attribution Non-Commercial No Derivatives

Other Activities: If you’re looking for other fun ideas for the summer, check out my series on “Cheap Dates with Toddlers and Young Kids”, or read about hands-on STEM enrichment activities for kids age 3 – 7 at www.InventorsOfTomorrow.com.

If you have kids age birth to 7, check out info about fabulous classes for them that include parent education for you, available at all local community colleges during the school year – register now before they fill up!!

Teaching about Differences and Appreciation of Diversity

 

Young children love to sort things by color, or by shape, or by type (e.g. car or train?). They make sense of their world by seeing how things fit into categories. And in most cases, we encourage them to think about classifications – especially when it helps them to remember to put the Legos in the Lego bin, the books on the bookshelf, and the dirty socks in the laundry basket!

But, when they try to sort out categories of people: race, gender, ability, age, and more, we tend to get all flustered. We worry about saying the wrong thing, causing offense, creating prejudice, etc.

For example, consider our approach to racial differences. Children are very aware of different skin tones, even as young as 6 months. But when kids ask their parents about it, how do they respond? Most non-white parents talk openly and frequently about race. But research finds that 75% of white parents almost never talk about race – they often just change the subject. When well-meaning white parents do talk about race, they often try the “color-blind” approach and say “we’re all the same.” Which mystifies a young child who can clearly see we are NOT all the same.  If parents avoid a subject, or become awkward around it, kids may get the message that the topic is “taboo.”

How might our kids’ perception be changed if we instead acknowledge and celebrate differences?

Talk about Differences. When reading books, watching movies, or people watching, talk about differences easily and openly. Note different skin colors, ages, gender expressions, weight, ability, clothing / hairstyles, languages spoken, family compositions, and more. Use descriptive words / labels they can use, like Asian, gay, disabled, multi-racial – you can say this just as easily as you can say “look it’s a girl and a boy in that picture”. (As they get older, we’ll help them learn that no one can be defined by any one label. But, as they start to sort things out, talking about differences builds vocabulary and context for understanding the broader world.)

Be careful not to add in biased judgments or stereotypes when talking about differences: “She’s only got a mama, no daddy. That must be hard for her.” “He’s Asian, I bet he does well in school.” “She likes sports? She must be a tomboy.”

Talk about Commonalities. We shouldn’t ignore the differences and only talk about commonalities. But, once you’ve acknowledged a difference your child has noticed, you can also talk about universal needs and common interests. “You’re right, her skin is a different color than yours. Her ancestors came from a different part of the world than ours did. I saw you guys played soccer together for a long time – it seems like she likes it as much as you do.” “Yes, you have just me as your parent, and most of your classmates have two parents – sometimes a mom and a dad, sometimes two moms or two dads. But all of you get lots of love and snuggles, right?” “They wear those special clothes as part of their religion. We don’t wear special clothes, but we do celebrate special holidays because of our religious beliefs.”

Answer Questions about Differences. I have a visible handicap, and it’s pretty common for me to overhear a child saying “mama, how come that lady only has one leg?” Some parents ignore the question, change the subject, or “shush” the child. That tells the child this is something that is “not OK” to talk about. It implies that disability is something shameful or embarrassing to discuss, either for them or for me. Instead, when your child asks questions about differences, try these approaches:

  • Acknowledge the difference – “you’re right, and that’s different than what you’re used to.”
  • After acknowledging it, you could say “we’ll talk about it later” or you could address it now.
  • Give a simple answer to the question, it you know it: “Those are called crutches. They help her to walk.” Or, if you don’t know, you might say “I don’t know why she has one leg… some people are born without one and sometimes they lose a leg in an accident.”
  • Try to figure out how your child is feeling. If they’re simply curious and wanting to learn something, then answer the question they asked. If you sense there’s any fear or discomfort for them, make some guesses about what that is and address it.

Actively expose your child to other perspectives: Eat at ethnic restaurants, attend cultural festivals, visit museums which focus on other cultures, read books and see movies from many countries, learn bits of other languages. Seek out multi-generational communities – make friends with people of all ages. Connect with queer families. Attend public events hosted by faith communities. Choose to live in a diverse neighborhood and/or attend a diverse school.

Choose children’s books which teach about diversity. Look here for info on how to evaluate books (and other media): http://www.teachingforchange.org/selecting-anti-bias-books and here for recommended books www.childpeacebooks.org/cpb/Protect/antiBias.php

Talking about Inequity. In the early years, we can focus on building an appreciation for, and understanding of, a wide variety of differences.

As they get older (around early elementary school), then we add in that even though people may be different, we all have the same rights and deserve the same fair treatment.

As they get even older (by age 8 to 10), we can refine that into “we should all have the same rights and opportunities, but we don’t. What can we do together to help increase everyone’s access to the same opportunities?”

And with teens, we can add in discussion of systemic oppressions – classism, ableism, homophobia, and so on. If you think you can skip these discussions, you likely are coming from a place of privilege. As a white parent, I can choose whether or not to talk about this. If my kids had brown skin, it wouldn’t be an option to not talk about it. Check out this article on how white parents talking about racism can help their kids support friends of color: www.scarymommy.com/black-child-friends/

In an increasingly diverse society, the more we try to pretend racism and sexism and such are things of the past, the more we allow them to persist. Having open and honest conversations about diversity will help us work together toward a more equitable society for all.

Learn more: Even Babies Discriminate – excerpt from Nurture Shock: http://mag.newsweek.com/2009/09/04/see-baby-discriminate.html; Teaching Young Children to Resist Bias, from NAEYC: www.cccpreschool.org/wp-content/uploads/2012/11/Teaching-Children-to-Resist-Bias4.pdf; What White Children Need to Know About Race: http://www.nais.org/magazines-newsletters/ismagazine/pages/what-white-children-need-to-know-about-race.aspx

Teaching about “Tricky People” vs. “Stranger Danger”

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Parents worry. It’s part of being a parent. We worry about all the things that could possibly harm our children. We do all we can to protect them. But sometimes our efforts to keep them safe limit their opportunities to fully experience life, and learn all that they can.

Parents’ Fears and how they impact our children:

One of the biggest fears amongst American parents is abduction. One study indicated that 72% of parents were worried about abduction. Parents believe that the risk is much higher than it used to be, when actually rates of child abduction have been steady for over 20 years. (On a related note, child sexual abuse declined 62% from 1992 to 2010.)

Abduction is a rare risk. In the US, we have almost 70 million children under age 18. One research report showed that if you total up all the cases of ‘stereotypical kidnappings’ – the kind that parents imagine, where a stranger snatches a child and disappears with them – it was 115 that year in the US. A tragedy for those families, but a rare tragedy.

Despite the unlikelihood of abduction, the fear stops parents from sending their kids outside to play. In one survey, 19% of parents never allow their child to play outside. In Great Britain, 49% said they limited their children’s outdoor play because of fears about “stranger danger”. (Source)

What do kids miss out on when we keep them inside? They miss out on a lot of what we think of when we say the words “happy childhood.” Running in the sprinklers, playing in the backyard, riding bikes around the neighborhood, climbing trees, playing tag….

Parents need to consider not just the potential risks of unsupervised time outdoors, but ALSO consider the risks of:

I encourage parents to teach safety skills to their children when they’re young, because that lays the foundation for them making smarter decisions as they grow older, and are out of our sight more often. When I teach a toddler how to carefully climb on a small rock or climb a small tree, I teach them how to be cautious, but I don’t convey fear, because I want them to have the skills and the courage to climb bigger rocks and trees as they get older. In a similar way, I want to start teaching my child at a young age how to stay safe around unsafe people. But I don’t want to create a universal fear of “strangers”. I want to teach what behaviors would show us that someone was a “tricky person” and how we would avoid interactions that put us at risk.

Why Not Teach Stranger Danger?

For decades, parents and educators have taught the idea of stranger danger. There are several flaws to this message:

  • It creates a culture of fear. It can be frightening to a child to be out in public when they’ve been told that all the strangers around them are people to be feared.
  • Talking about “bad people” means that our children are on the lookout for people who look and act evil: the mustache-twirling, black-clad villain. Most people who perpetrate crimes against children are nice looking and quite charming.
  • Talking about “odd looking” or “dangerous looking” people or “people who don’t look like us” can lead to racial profiling and prejudiced attitudes.
  • Creating fear of strangers might mean that our children are afraid to seek help from adults when needed – such as a lost child who is too frightened to approach a security guard to help find their parents, or a lost child who evades rescuers because they are strangers to him.
  • Crimes against children are much more likely to be perpetrated by someone the child knows than by a stranger.
    • According to the Department of Justice, for sexual abuse, 10% of perpetrators are strangers, 60% are non-family members who are known to the child, 30% family members. Not all perpetrators are adults – 23% of reported cases were attributed to individuals under the age of 18. (Stats for Canada here.)
    • For abduction, about half the kidnappers are family members, a quarter acquaintances, a quarter strangers. Source.
    • If our children have been taught that strangers are always bad, but that the people they know are “safe”, then we have not protected them.

I don’t want my children to be frightened of all the new people they encounter. I want my children, and the children I work with, to feel safe in their world. Children are happiest and learn best when they feel safe. I tell children, through my words, my body language, and my interactions, that the vast majority of people are good people. Even a stranger who looks very different from the people I interact with every day is most likely a good person.

But, when children are around three years old is a good time to start talking about “tricky people.” They’re not a certain kind of people (like strangers, or like people whose skin is a different color from my own) but they are any person who displays certain odd behaviors. Those behaviors should raise red flags for a child, and let them know they should check in with a trusted adult for advice on how to respond.

What are Tricky People?

Here are some things to tell your child to watch out for. Tricky people may:

  • ask kids for help (such as help finding a lost puppy or pretending to be hurt). If safe grown-ups really need help, they’ll ask other grown-ups. If an adult asks them for help, they should go speak to a trusted adult.
  • try to arrange for alone time with a child. Let your child know that it’s best to have two adults around them, or be with other kids and an adult. They should not go somewhere alone with one adult unless a trusted adult has told them it’s OK.
    • Note: parents should be wary of someone who offers “too enthusiastically” to help out by doing things like free babysitting, car rides, or trips that put the child alone and unsupervised with that person, especially if they try to make the parent feel guilty for saying no to them
  • try to make one particular kid feel special, lavishing praise and gifts. Tell your child that if someone offers to give them something (candy, money, a kitten), they should not take it, they should say that they need to ask their parents if that is OK.
  • ask kids to do something that breaks the family rules, or just doesn’t feel right. Teach your child the idea of thumbs up or thumbs down – does the interaction feel perfectly fine to them (thumbs up) or does it give them an uncomfortable “uh-oh” feeling (thumbs down.) Encourage them to trust their instincts.
  • ask kids to keep a secret from their parents or their teacher, or threatens something like “if you tell anyone, I won’t be your friend anymore” or “if you tell, you’ll be in big trouble”. Any time this happens, a child should tell their parent or a teacher.
  • touches a child a lot (tickling, wrestling, asking for hugs), and gets angry or unhappy if the child says no to the touch
  • touches a child in a private area, asks a child to touch their private areas, asks to see a child’s private areas, asks to take pictures of private area, or shows a child their private areas. See below for more on how to talk to your children about this topic.
  • tells the child “there’s an emergency. You need to come with me right now.” Note: For children over 5, it can be a good idea to establish a password (see below).

How to Help Your Child be “Street Smart”

An article for kids on Kids Health describes street smart as “knowing how to keep yourself safe from strangers when you’re alone or with other kids. Whether you’re walking to school or to the bus, hanging out on the playground, or riding your bike in your neighborhood, being street smart helps you stay safe. When you’re street smart, you know your way around, you know how handle yourself in tough situations, and you’re able to “read” people.”

Here are some things we can do to help our kids be safe:

For a child age 1 and up

  • Teach them their name and their parents’ name(s)
  • Under three years old, I don’t talk about “tricky people” or “bad people.” But, if I am in a situation where I feel uncomfortable, I show it with my body language, and I tell my child “I don’t like being here… I don’t feel safe right now. We’re going to leave.” Even at this age, I want to start teaching them to trust their instincts.
  • Tell them they need to stay near you when you’re out in public, set boundaries – tell them where it’s OK to go and what’s not OK. If they step outside those limits, or refuse to hold your hand in a parking lot, or whatever guidelines you have set, then there should be consequences (e.g. you need to leave the park, or you need to carry them in the parking lot.)
  • When going anyplace where you might become separated, put your contact info somewhere on them (e.g. on a card in their pocket, on a bracelet, etc.). Also, take a picture of them that day with your phone so if you become separated you have a photo of what they are wearing.
  • Teach healthy touch: high fives and fist bumps, patting on the back, brief hugs, etc. Don’t force your child to give a hug to someone if they are not comfortable.
  • Teach them names for their body parts, including private parts. It is best to use commonly used terms (e.g. penis or vagina), not family euphemisms. Feeling comfortable with these words makes it possible for a child to explain if something inappropriate happens.
  • You should always know the basic description of your child at all ages, so if they are missing, you can tell searchers: how tall they are, how much they weigh, piercings, tattoos, birthmarks. Take good head and shoulder pictures at least every 6 months (every 3 months for young children.)

For a child age 3 and up

Everything listed above, plus:

  • Be sure they know their address, parent’s names, and parent’s phone numbers.
  • Help them know what adults you trust. Tell them: “if you ever feel scared or need help, then ____ and _____ are adults you can talk to.”
    • Talk to them about how to find a trustworthy stranger if they somehow become separated from you and need help. I tell my children to look for a person who is working there – I help them identify workers – they’re standing behind the check-out counter, or they’re wearing a uniform. I also tell them to go to another parent – someone who has a child with them. From time to time, I ask my child to look around and identify two people who they could ask for help if needed. Also, point out “safe spots” – the places they are most likely to find helpful people.
    • Talk to them about “tricky people” and what behaviors are red flags. Don’t try to cover it all in one big “talk” – it should be an on-going dialogue.
    • If your child is uncomfortable around someone and wants to avoid that person, don’t dismiss this. Respect your child’s instincts.
  • If you go somewhere you might get separated (the zoo, an amusement park, a large event), talk to them on the way there about the importance of staying close to you the whole time. Tell them that if they look around and can’t find you, they should stop where they are and you will find them.
  • By the time they are three, teach them that the parts of their body that are covered by a swimsuit are private. They should be kept covered around other people, and other people should not touch them there, except for parents or caregivers who are briefly helping to clean them, or a doctor, when the parents are in the room.
  • Don’t label your child’s clothes or backpacks with their name in big, visible letters. “Tricky” adults often use a child’s name to convince the child they are safe.

As your child gets older, and more independent:

Everything listed above, plus

  • They should know contact info for multiple trusted adults, and have a plan for how they could contact them. (For a younger child who doesn’t have a cell phone, they should know how to seek adult help. For older kids with phones, they need plans for what to do if their phone battery dies.)
  • If going someplace  you may get separated, have a plan in advance for where you would meet up again. Make sure they can describe it to you, and from time to time, ask them “do you remember where our meet-up place is? Can you point to where it is?”
  • A responsible adult should always know where they are. Set boundaries on where they can go, ask that they check in with you from time to time, and require that they check in if their plans change.
  • In the places they frequent, they should be able to list “safe spots” where they could go for help if they were feeling worried – for example, if someone at the park was making them uncomfortable, they could go into the nearby convenience store. They should also know to avoid unsafe spots – isolated areas with no one around.
  • They should know how and in what circumstances to call 9-1-1.
  • They should know never to answer the door when they are home alone.
  • They should know never to approach a stranger’s car. If someone calls them over to a car, they should not go.
  • When out and about, they should use the buddy system, not go places alone.
  • If someone offers them money, or an easy job, they should be wary.
  • Consider a family password so that if you ever could need to send an unexpected adult to pick them up in case of emergency, your child could ask that adult for the password to be sure it’s really someone you sent. You could also use that code word or another one for your child to communicate to you “I’m feeling unsafe and I need your help.”
  • Tell them to trust their instincts. If they’re worried about something, they should talk to you or another trusted adult who can help them problem-solve. If they’re very frightened, they should call 9-1-1 or shout for help. Tell them it is better to seek help and find out that everything is actually OK than it is to not seek help when things really are bad.
  • Give kids examples of “tricky behavior”; have them describe how they would respond.
  • Don’t talk about “bad touch” because sometimes sexual touch can feel good or can “tickle.” Instead, talk about “secret touch” that the other person wants you to hide from people, or touch that makes them feel wrong after it happened. Let children know that if anyone ever touches them in an inappropriate way (or makes the child touch them), that it’s not the child’s fault and they will not be in trouble with you. Perpetrators may first involve children by showing them pornography – let your child know that if someone shows them pornography, they should let you know.
  • Explain that you’re teaching safety rules because they are more mature and ready to be responsible. You want to give them more freedom, but you also need to be reassured that they know how to stay safe.

Letting Your Children Out of Your Sight

Here’s an example of how this could play out: My six year old wanted to be able to sit on the front porch and read while I was inside making dinner. We set boundaries: “you can sit on the porch swing, or come back inside. You may not leave the porch or step onto the driveway or the path to the sidewalk.” We reminded him of tricky people ideas: “we have lots of people walk by the house. Remember, that most people are good people. If they say wave or say hi, you can say hi back. However, if they ask you to leave the porch, they’re being tricky and you need to come inside and get us. If they step off the sidewalk onto our driveway or path, you need to come in right away. Even if it’s someone you know from church or school, I would still want you to come inside and get me.” We let him know that as long as he could follow the rules, he could have porch-sitting privileges. But if he ever violated those rules, he would lose those privileges.

Deciding to let a child play outside unsupervised, or let an older child go places without you, requires a leap of faith on your part. It can be scary to take that risk. But remember that keeping them at home and in sight at all times also creates risks – it limits their potential to be active, independent, decision-making people.

Part of parenting is teaching our kids the skills they need to know so that later on, they don’t need us so much any more. This is just one of many things that we do to prepare them to be out in the world on their own.

Handouts: If you’re a parent educator who would like to share this information with families, I’ve created a 4 page handout and 2 page handout of this information.

Resources

The New KidsQuest Children’s Museum

KidsQuest Children’s Museum in Bellevue, WA has just moved to a new location – from Factoria to downtown Bellevue, into the building next to the library that used to be the doll museum (1116 108th Ave NE Bellevue, WA 98004). The grand opening was today, but we were able to check it out last Thursday night. Here’s what we saw (Note: you can click on any picture for a larger view)

Climbing Sculpture

When you enter, you pass by the gift shop and the front desk – within moments of entering the building, my son was already trying out the new climber. img_20170126_165839952

There’s one path for the littler kids (age 4 and under). The entrance looks like this, and it leads to a little path that tucks around the corner into a little nook – I think it’s all walkable by a toddler, and looks like a parent could follow them in. (My 6 year old didn’t spend much time in there, so I don’t know details.)

The main climbing structure is much more adventurous! It says on the bottom that it is a challenging climber for ages 4 and up, and that’s definitely true. When they enter, they have to step onto ropes to make their way up the tower, till they reach the mesh tunnels. The tunnels carry them up to a mesh platform far above the lobby:

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My son (a big climbing fan) LOVED this climber! It was hard to get him out of it!

I have to confess that I, as a mother, felt a little nervous seeing him 25 – 30 feet above me… partially because I couldn’t see what the tops of those mesh tubes looked like… when you’re walking around on the platform, is it obvious where they are so no one just accidentally steps in the hole? And if they step in the hole, what would happen? Is the slope of the tube gentle enough to catch them? I’m sure it’s fine, really. My husband wasn’t worried at all… but I’d feel a little better if when I’m at the bottom I could see a photo of what it looks like from the top. They did have an employee up on the platform all evening helping keep an eye on things.

While he was on the climber, I took a quick peek at the classroom / birthday room (I think they called it the learning lab). They had a few toys set out now, and a sensory tub filled with pompoms. It looks like a nice class space.

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Then it was on to….

The Water Zone.

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Stream Table and the Big Splash. There’s a bucket at the top that fills and dumps, making a giant flood down the chute. The lower part has a stream that you can add dams and such to in order to change the flow of the water. I only played with this for a moment and wasn’t able to get it working well – I look forward to spending more time tinkering there in the future.

 

img_20170126_184409230_hdrMagnetic Water Wall – This has lots of chutes, funnels and spinners to channel water through. They are mounted on magnets, so you can take them off and re-arrange them. This is similar to the idea for the Ball Wall in the old museum (see below). One cool thing is that the flow of the water is adjustable. I imagine that will allow for more variation in set-up. It’s another thing I look forward to exploring more.

Water Music: with this exhibit, you press the button, and it shoots a jet of water at the bottom of a drum. Kids who love loud things will love this!

There’s a “Fountain Making Table” – imagine a chocolate fountain, but with water… there’s pictures of it on their website.

These pictures show a ball launcher (insert plastic balls in the blue holes, and fans shoot them out across the water… fairly gently… my son loved this… he loves any ball launcher! There’s a pump which works much better than most other pumps that my son has encountered. There’s a delightfully simple kid activity of a mirror with spray bottles full of water and squeegees – could keep some kids entertained for hours, and a very low basin called the tot splash, which is a great toddler sensory experience of glass rocks embedded in it to feel, and slowly dribbling water to fill the buckets with – didn’t appeal to my 6 year old at all, but the 1 – 2 year olds I work with would LOVE It.

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Our favorite water activity was the vortex – at the old museum, they had this, but it was up too high for kids to reach (I had to lift my son up to it MANY times over the years.) Now they’ve put it down within reach. The water in the tank swirls around – you can drop beribboned beads into it, and they swirl and slip through the hole at the bottom, or you can drop balls in and they swirl or they block the opening till you release them… it’s really fun, but hard to explain. I got a bit of video, but it’s a lousy video… we were too busy playing… but at least it will give you an idea:

On The Go

Conveyor System: Oh, this is so cool!! Load the boxes, wind the crank, it carries the boxes up a tall ramp. At the top, they get sorted to either go down one path, or across a ramp high above our heads to the other side of the room. They also have places to weigh the boxes, and an “x-ray” that shows pictures of what’s inside. Love it! It’s not perfect yet, as we did see some boxes get jammed up at the top, and to get them unjammed a parent has to help the kids at the bottom back up the belt while wiggling some boxes out of tight jams. So, tricky. But cool!

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There’s a test area for folding paper airplanes, seeing how far they fly and how accurate they are (i.e. can they fly through a hanging hoop), some of the car ramps from the old museum (but not the cool permanently installed one) and the car display case with the variable LED lighting that they’d added to the old museum in the past year, and an exhibit of old toys inherited from the old doll museum.

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Big Rig – there’s a new Paccar truck exhibit. img_20170126_174223302My son liked it just as much as the old one, but I liked it SO MUCH better! I didn’t like the truck, because I use crutches and it was hard for me to get in and out of it, and from the outside I could barely even see if my son was in there, and since he could go in and out on either side, there were times where I “lost” him because I didn’t know he had left the exhibit. This one has a window low in the door of the cab so you can see into the cab without getting in! And on the other side, you can step up onto the step by the door to get a good view in. This added visibility would have been a big reassurance to me when he was 2 and 3.

Recycle / Rebuild. This is another party room you can rent. What it had in it that night: Building materials for hydraulics projects:

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Tools, bins of recycled items to build with, and collection bins for recyclables that guests bring in:

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At least with the materials in here today, this struck me as a room aimed at kids age 6 and up, which is interesting because the old KidsQuest didn’t have a lot for the older kid. My son is 6 and we were thinking he would “age out” of finding the old museum interesting, but there’s definitely some things here that will continue to appeal for a few more years.

Now let’s head upstairs…

Bellevue Mercantile – a farm, yard, and store from 100 years ago.

Cow Wash – you can blow dry this cow with a big hose; Sheep that you can comb the wool of, information about how wool is made into clothing, a Chicken Coop where you can reach in and find wooden eggs, then sort them into the right size hole, and a sign about Bellevue 100 years ago.

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Mercantile – a big bin of beans to scoop and weigh, fabric ice cream cones and scoops of ice cream, and a display of toys from the period. Many children’s museums have grocery stores with baskets, cash registers and fake plastic food. I liked this twist on that idea where they had wooden trays to gather things in, and wooden milk bottles, and some plastic fruits. Still all the fun of a “grocery store” for pretend play, but a little different.

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Cityscape.

City and train table: a much bigger train table, with some Seattle specific features (Space Needle), drawbridges and wooden boats, and a great Seattle mural.

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City wall – with videos of construction and demolition; a mirrored table with Keva blocks to build with, and this really cool tilting table that you can build a maze on and then steer a ball through.

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Connections – between Cityscape and Story Tree, there’s a big open space that can be used for gatherings, performances, and temporary exhibits.

Story Tree – This is a lovely space, which really honors the magic of books and reading. I didn’t get a good picture of the whole tree, or the fabulous quotes that are on it. Check out their website for those pictures…. Here you see the really nice reading room at the top of the tree (up an easily climbed flight of stairs, which is more accessible than the ladder access to the old tree house) – this is a great space for relaxing and reading! Downstairs they have a great activity table area… KidsQuest has always done a nice job with developing special activities to go with a book of the week, but in the past, the places these got displayed made them feel like second-class activities… this space will help make it clearer how delightful they are. There’s also a nice book collection there, and a “stage” space with dress-up clothes… a really impressively compact way of achieving a stage environment for pretend play.

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Art Studio – when we were there, this room was being used for food, drinks, and cake, so I was distracted by all of that, and didn’t get the chance to really explore it as an art room. But there was a kiln, and lots of shelves with art supplies.

Tot Orchard – this is the special area for ages 3 and under so I had to sneak in without my son (he was probably on the climber). There were: toy flowers to pick and plant, locks to unlock and latches to latch, wooden apples to pick, a tractor to “drive”, an area for climbing up, sliding down, and hiding in, a train area where you don’t have to compete with the big kids for a train, a picnic table and an outdoorsy / campground type kitchen (if you had a really upscale campground) for kitchen style pretend play, an area with open close doors with fun vegetable faces hiding behind them, and two faces with wooden pieces you can turn around to make various faces – happy, sad, mad. (This exhibit made me laugh, because about two years ago, I pinned this image to my Pinterest page, and it’s been my most often re-pinned pin ever… far more the any of my pins of my own posts, ironically, and now here’s a recreation of it on the wall of KidsQuest. :-))

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And, off to the side of the Tot Orchard, in its own quiet little alcove, is the SHHH Station – a quiet space for nursing or cuddling a little one who needs some downtime.

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What was missing

There were some exhibits that did not come over from the old building and were not replaced by a similar exhibit in the new building, such as the giant Lite Brite wall. Sadly, this includes my son’s favorite two exhibits:

  • The Whoosh: whooshwhat we called the “scarf poof” – where you load scarves into tubes, and a fan sucks them up and shoots them out another tube. It also had an area where you could “levitate” a ball above a fan. Luckily Imagine Children’s Museum in Everett has a great scarf poof, and Pacific Science Center has a ball levitator and we’ve made a scarf cannon to use at home which can do both these things. But we’ll still miss the Whoosh.
  • The ball wallballwall1ballwall2that’s where you load the balls into a pneumatic tube, and it launches them at the top of the wall where they then fall down the wall through the maze that you set up. We’ve made our own ball wall and tried out lots of ball walls / marble mazes in our time, and the water wall at the new KidsQuest will capture some of this tinkering magic. But again, we’ll miss the KidsQuest ball wall, where we spent MANY hours of our son’s childhood.

Summary and Tips for Your Visit

Lots of great stuff at this new facility! As I said, my 6 year old was on the verge of outgrowing the old museum, but now I’m planning to renew our membership for a few more years because there’s plenty to engage him here. If you have a child anywhere between 1 – 5, the whole museum is a great fit.

It’s $12 per person per visit. If you’re attending with one child, you’ll break even on the membership after 4 visits. When my son was younger, we went to KidsQuest easily 3 times every month – it was one of our standard near-weekly activities from September to June and as a toddler, he never tired of it.

Parking might be an issue at the new place, so they give tips in advance on what to do. I think we’ll plan to bus it most of the time. Options are:

  • KidsQuest Parking Lot: Limited space on a first come, first serve basis
  • Ashwood Parking Lot: Free parking off NE 12th St (pass through library lot, but keep in mind the library garage is for library patrons only)
  • 929 Garage: Paid parking 1½ blocks south of KidsQuest at 929 108th Ave NE
  • KidsQuest is also conveniently located near several bus routes. Please visit King County Metro for more information.

For more information about the museum, check out their website.

Check out more KidsQuest reviews at: https://www.parentmap.com/article/kids-eye-review-of-the-new-kidsquest-childrens-museum-Bellevue and http://www.marcieinmommyland.com/home/kidsquest-museum-grand-opening-in-bellevue

Other fun local activities with little ones

If you live in the Seattle area, then check out the programs offered by the parent education departments of your local community colleges! They offer programs for families with children from birth to age 7. Each class offers play-based, developmentally appropriate learning activities for the child which aids them in all areas of development (large motor, small motor, language / literacy, music, art, and social skills). AND they offer parent education and support to guide you in helping your child grow and develop. Programs meet weekly during the academic year – they’re taking registrations for next year already, or you can join a class right now if there’s space available in it! Read more and find links to all the program here: https://gooddayswithkids.com/2016/08/02/parent_education/.

Click on the “Toddler Date” category in the right hand sidebar (or the bottom of the page on mobile devices) for links to reviews of local parks and activities plus my “Cheap Dates with Toddlers” series for ideas of easy, free or cheap activities that kids age 1 – 4 enjoy.

For activities to do at home with your child, check out activities for toddlers based around themes, or read my other blog, www.InventorsOfTomorrow.com for tons of ideas for easy, hands-on science experiments and engineering projects for 3 – 7 year olds that you can do with materials you have at home!