We know our children need to learn how to manage money, but it’s not always so clear how to help them with this. Koreen Morrone, Community Literacy Coordinator in Revelstoke, is here to help! She has delivered many workshops on this subject and has guided parents on how to get their kids on the right track with money. Here are a few of the most common questions she gets…and her answers.
 
At what age can I start teaching my children about money?

Start early - it will lay a strong foundation to ensure they have success with money throughout their whole lives. 

Young children (3 & 4 year olds) can develop an understanding of basic money concepts. You can start by playing games, such as grocery store, where they learn that money is exchanged for objects. As children get older (5 & 6 years old), you can work on identifying coins, counting a set amount of coins and giving them money to spend. Continue to build upon that as they get older.

Children learn about how to handle money by watching their parents.
 
How do I start teaching my children about money?

Keep it simple and age appropriate.

Let your children handle your money when paying at a store. Trips to the bank or store can be used to start a conversation about your values and how you use money. Trips to the ATM can bring about a conversation that there is not an unlimited supply of money and that you can’t take money out that you haven’t put in.

By talking with your children, you can shape their thoughts on spending, saving and sharing money.
 
What are some of the main ideas that I should help my children understand?

In a nutshell, they need to understand….

• most money is earned
• there is a difference between needs and wants
• the principles of spending, saving and sharing money

Explain that mom, or dad or both get up and go to work every day to earn money. Money allows you to buy the things that you need like food, clothes, and electricity to light the house. It also allows you to buy the things that you may want. Explain that you may need to wait to purchase the things that you want. And finally, let them know that it’s nice to share some of your money with causes you believe in.
 
Won’t my children learn about money in school?

Children may learn money basics in school, but there are limitations.

Kids learn best by experience and practice which will happen outside of school and where parents have the most influence.
 
What is the best way to teach my children how to manage money?

The best way is give them some money of their own to manage!

This could come about in many ways: an allowance, birthday money or by getting paid for doing odd jobs around the house. It is up to each family to decide what would work best.  When a child has their own money they have to decide what to spend it on. They won’t always spend it well, but that’s part of the learning.
 
How do I prevent them from making too many mistakes on how they spend their money?

Talk with them.

Before your child buys something, discuss with them if there might be other ways they would like to spend their money. Point out the trade-offs of each choice, but leave the final decision to them.

Discuss their long term goals. Is there something bigger they would like to save for? This will help teach them the habit of making good decisions.

When they have decided on a purchase, teach your child about comparing prices for a specific product at different stores to see where they could get the best price.
 
What if they make a mistake?

Your children will make mistakes, everyone does!

Mistakes are learning opportunities. Use this as a chance to discuss the choice that they made and the reasons behind it. Help them work through what they could do next time.

It is much better to learn the lesson of poor money management on smaller purchases as a child rather than on bigger purchases as an adult.

Final thoughts

Everyone needs to be taught how to manage money well. It's best to start early with your children, but it's really never too late to start.

For more information about teaching children money management skills, contact your local community literacy coordinator. 

Koreen Morrone
Community Literacy Coordinator - Revelstoke
Columbia Basin Alliance for Literacy

Newcomers to Canada are faced with a variety of challenges, from learning a new language to adjusting to a new culture. In Fernie, newcomers were also struggling with getting to our English language classes because they had young children and no childcare. A solution was needed, so in March 2019 we started offering free childminding. What a difference that made!

What began as a simple program offering basic childminding quickly evolved into something much more. We were also delivering a program that supported the children’s language and social development through play. Many of these children were experiencing songs, stories, and play in English for the first time. With time, patience and consistency, the children in our program began to feel safe and understood. Their stress levels decreased. By having the children on site, we were providing a program for the kids, as well as supporting the adult’s parenting and English-learning journeys.  
 
Childminding is provided in a separate space beside the language classroom. Having the children close by has given us the ability to take a more holistic approach to our support. We are able to forge strong relationships with the entire family. We can link families to local support services such as speech pathology. We have been able to provide the families with guidance as their child navigates the transition to kindergarten. We have helped children become comfortable spending time apart from their mothers.

Our adult English language classes with childminding benefit the whole family. We are able to build connections and a support community for these newcomers to Canada. The childcare portion of this program is funded, in part, by our annual Books for Kids campaign. Books for Kids runs through November in all CBAL communities. To learn more about CBAL programs, or the Books for Kids campaign in your community, contact your local community literacy coordinator at cbal.org

Laura Vaughan                                               
Family & Adult Facilitator – Elk Valley                                   
Columbia Basin Alliance for Literacy 
 
Chrisy Hill
Community Literacy Coordinator – Elk Valley
Columbia Basin Alliance for Literacy 

Almost every time we head home from town, I hear my kids gently utter from the backseat, “Can we check mail?”  They love checking mail, but more than that, they love getting mail. This is interesting, considering they don’t really get it very often. Christmas, birthdays and, recently, a monthly subscription to Highlights and National Geographic (thanks to their grampa) are the extent of their postal adventures. I always tell them you have to write letters to get letters. In this case, I rarely practice what I preach.
 
The sad truth is that the act of letter writing has gone by the wayside in the midst of our “instant gratification” digital world. The click & tap convenience of social media apps and email has replaced the regularity and personal touch of letters. We live in a text-crazed world where emojis and acronyms are the new language of communication.
 
Sitting down to write a letter feels old-fashioned, time consuming and somewhat misplaced in our new world. It is something reserved only for special occasions and people with plenty of time to express themselves through excellent penmanship. Lately though, I find myself missing letters. Putting thoughts and emotions onto the page, with the whispered scratch of a pen, gives me an irreplaceable satisfaction.  Finding a letter amidst the usual bills and flyers in the mailbox gives me the same joy as my children.
 
There is also that sweet nostalgic pleasure from re-reading old letters. On my bedroom shelf, sits a carved wooden box whose time-worn hinges hide the love letters exchanged by my husband and I.  Letters written during the flush of new love. Reading those letters now just takes me back; they are as special and meaningful today as they were then. A moment of the past captured forever on paper, a moment that can be relived in an instant.
 
History was literally shaped by the written word. Written language is believed to have emerged in Sumer, southern Mesopotamia, c. 3500 -3000 BCE. According to scholars, this very act denotes the division between pre-history and history. From that point forward, the world changed and grew. This new system of communication, though primarily for the privileged males in society, helped propel civilization, while at the same time preserving the stories of the past. 

You can delve into the past with Simon Seabag Montefiore’s book, Written in History: Letters That Changed the World.  This book brings to light a collection of 100 letters spanning centuries, each one fascinating in its historical significance. In Their Own Words: Letters from History is a book compiled by the United Kingdom government that documents great British and international moments.
 
The handwritten letter is something so simple and yet so important. Being able to write a letter is something we tend to take for granted. The ability to write, send and receive mail from across the globe is truly a beautiful gift. It is something that has existed for centuries as a staple of communication and is sadly losing its importance. It is becoming an antiquated activity rather than routine.

​The more I talk about letters, research them and think about them, the more I want to make the effort to write them, to recapture the magic of the ritual. My family and I always make a pledge to take time to read in the summer, but this year we also made it our mission to write letters. While holidaying in Guatemala, we sent postcards and art cards that we made. We also spent a few enjoyable hours gathering the necessary tools to bolster our new pursuit.
 
I hope that letter writing sees a revival, that the significance of a letter will remain strong within the stream of digital communication. There are days I think we all pine for the simple things in life, where everything old can be new again. May it be so for the art of letter writing.

Gillian Wells
Community Literacy Coordinator – Creston
Columbia Basin Alliance for Literacy

I doodled my way through high school, you? Let me guess…flowers, spirals, squares connected to squares? It turns out that those doodles just may have been a code – a code that we see in nature every day. It’s called the Fibonacci sequence and it is absolutely amazing!

Fibonacci was a mathematician in Italy in the early 12th century. He discovered a common pattern (spirals) that corresponded to a mathematical sequence. It's visible in nature, architecture, music and much more. From the tiniest cells to the far reaches of the universe, the Fibonacci sequence is at work. It is almost like a sacred spiral.

​The Fibonacci sequence looks like this in everyday life:

This is what the sequence looks like in numbers: (0), 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, …

And here is the math behind it: “The next number is found by adding up the two numbers before it. The 2 is found by adding the two numbers before it (1+1). The 3 is found by adding the two numbers before it (1+2). The 5 is (2+3), and so on.” 1

Here is a fun little video that gives a basic break down of how it works:

https://www.youtube.com/watch?v=ahXIMUkSXX0

As a Columbia Basin Alliance for Literacy (CBAL) community literacy coordinator working with schools, I am always trying to stay on top of what we are succeeding at and what issues need our attention. One of the areas that needs a boost is numeracy – MATH. Parents and caregivers more easily understand the need and ways to support their children with reading. With math, not so much.

Here’s the thing, math is super cool, and we need to get that message out. It is all around us in our everyday lives, but we generally don’t see it. The Fibonacci sequence is a really interesting way to start exploring math. Take a walk and see where you can find it. Flowers, pinecones, shells, spider webs, architecture – the list goes on and on. Once you start looking you might be surprised at how often you see it!  

For more information and suggestions on ways to explore the Fibonacci sequence, check out this website:

https://www.mathsisfun.com/numbers/nature-golden-ratio-fibonacci.html

Nature has a sacred geometry and it is fascinating to learn about it. Just start Googling, and you will find out some amazing facts  It's truly incredible that math plays a part in all of this. Happy exploring and learning!

If you are interested in learning how to better support a child’s early math skills, contact your local CBAL community literacy coordinator at cbal.org
​
Melanie Myers
Community Literacy Coordinator - Golden
Columbia Basin Alliance for Literacy
 
 
References:
1 https://www.mathsisfun.com/numbers/fibonacci-sequence.html

 LEGO® has been a favorite kids’ toy since 1932. Its popularity has led the way for many other building blocks to come onto the market. Recently, these toys have become a favorite of educators as well. These ever-popular building block are perfect for encouraging literacy because children enjoy them so much that they don’t realize they are learning.

The library in my community of Fernie, BC has offered an after-school LEGO® Club for children seven years old and up for as long as I can remember. This left a gap in the programming “market” for kindergarten and Grade 1 students looking for after-school activities. I suggested to my manager, a Columbia Basin Alliance for Literacy (CBAL) program using building blocks. She in turn challenged me to prove the connection to literacy of such a program.  I’m certain she already knew the answer, but she made me figure it out for myself. This gentle nudge helped me not only develop a program, but also ensured that it was educational, engaging for kids and adults, and checked all the boxes for a quality community literacy program.

There is something special about figuring things out for yourself.  My manager’s technique worked just as well with me as it does with children.  When a child gets to discover the answer rather than being given the answer, they develop a better understanding of whatever concept is being taught. This child will gain a stronger sense of accomplishment and will feel like they have discovered a secret no one else knows about. It is an exciting moment.  This is especially so when there isn’t a “right” answer.  And what better way to figure out “your” answer than by making it with building blocks?

So, I did the research, put all of my newly acquired knowledge together, and created the Block Builders program for five and six year-olds. I run it as a family program so that all the kids that attend have an adult with them. I can not only help parents understand the benefits of play-based learning, but I can also guide them in allowing their children to make discoveries on their own.

Block Builders is a series of 11 challenges. Each session we focus on one of the challenges.  At the beginning of each session, I have a box of LEGO® or DUPLO® blocks with letters on each block.  The children spell their names with the letters to define their play station.  I adore seeing the progression from week one where some will spell their names backwards and others will place the correct letters randomly on their play mat, to the final week when they can find their letters and place them in order independently.

Through the directions of the facilitator and use of the challenges, children learn and improve these skills:  storytelling, reading, following instructions, fine motor, attention and focus, patterning and sequencing, oral and written language, numbers, memory, problem solving scientific concepts, creativity and imagination, social, and symbolic representation.
 
Some days the challenges are very open-ended, such as “Lap-time Builder”.  Caregivers read a story to their child and then they build the story with blocks.  Other activities, like “Restricted Building” are more structured.  Each child is given the exact same building pieces. They have 5 - 10 minutes to build whatever they want, but they must use every piece.  It is always so fascinating to see the variety of structures that can come from this activity.

I love the “Roll and Build” challenge.  This activity has building block pieces divided into six compartments.  Children roll the die and choose a piece from the corresponding compartment and use it to build something.  You never know what they are building until they’re finished!

The Block Builders manual is available as a free digital download on the CBAL website. For more information about the Block Builders program please contact Chrisy Hill at chill@cbal.org

Chrisy Hill
Community Literacy Coordinator - Elk Valley
​Columbia Basin Alliance for Literacy

I’ve been thinking a lot recently about the connection between literacy, freedom, and power. I’m not the first person to think about this. Frederick Douglass, abolitionist and orator in the late 1800s said, “Once you learn to read, you will be forever free.”
 
I’ve seen this connection in action a few times this past year. It’s exciting and awe-inspiring when you witness it. There is an emergence of personal power, a newfound freedom and the conquering of fear, all through literacy and learning.
 
In our Adult Tutoring program, I have watched a young woman work hard over the years to develop reading and writing skills. This year, I saw her wrap her newly developed confidence and power around herself and pursue the goal of becoming an advocate for other adult learners. She has made four public presentations and spoken on the radio about her learning journey and how it has shaped who she is. She wants to show other adults who struggle that they can do it and that there is help available. She’s set learning goals and worked hard to meet them. Last month she read a book for pleasure for the first time. Literacy has opened a new world for her, one where she has a voice and she is ready to use it.
 
In our Tech Time program for seniors, I have heard comments like, “I’m not afraid anymore” and “I can do this now.” It was a delight to watch a senior in our community begin a texting conversation with his grandson. He has a new ability to connect in a way that he wasn’t able to before. He has achieved a sense of freedom, power, and inclusion, all through learning basic technology skills.
 
At a Come Read with Me workshop, one dad told me that he was physically anxious when he entered the room. He was remembering how school was frustrating for him and how he had felt a constant sense of failure. He saw his young son having a similar experience at school and feared that he, too, had a difficult path ahead. That dad left the workshop feeling like he had ‘tools in his back pocket’ that he could use in supporting his son’s reading and learning. He was able to let go of his own fear and sense of dread and felt empowered to support his son in learning to read.
 
Sometimes, that freedom and power comes quickly, like a light switch being turned on. You learn to do something you couldn’t do before, and the world opens up.  Sometimes it is a long and slow road, where building the skills takes time, dedication, and perseverance. One thing for sure, learning is lifelong and life-wide. We continue to find new freedoms and new powers as we embrace learning throughout our lives.
 
Benjamin Carson is a pediatric surgeon and co-founder of the Carson Fund. The fund supports education for young people of all backgrounds. As Dr. Carson says, “Knowledge is power – to overcome the past, to change our own situations, to fight new obstacles, and to make better decisions.”
 
For more information about literacy programs in your community, contact your local CBAL community literacy coordinator.
 
Joan Exley
Community Literacy Coordinator – Nelson
Columbia Basin Alliance for Literacy

Henry Ford, industrialist and founder of Ford Motor Company, said, “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.”

If you were asked to come up with a definition for lifelong learning, what would it be? When you think of a lifelong learner, does a particular person you know stand out as someone who exemplifies lifelong learning?
 
Lifelong learning is typically defined as the ongoing, voluntary, pursuit of knowledge and skills for personal, or professional reasons.1   The concept of lifelong learning has become of vital importance with the rise of new technologies. These technologies change how we receive and gather information, collaborate with others, and communicate. Being a lifelong learner can help us adapt to these constant changes.
 
I find myself thinking of my dad. When it came to computers and the digital age, my dad was not an early adopter. He preferred to ignore technology and carry on with business as usual. To be fair, he did try - kind of. He had one of those huge old desktop computers, which mostly collected dust. It became the object of his scorn. He did manage to find some enjoyment in playing Solitaire. More often than not, though, you would hear him grumble that the computer would make a better boat anchor.

He wasn’t opposed to learning new things altogether though. In his mid-sixties, he decided he wanted to learn how to make wine. He researched how to do it. He purchased the supplies he needed. It didn’t take long before he was on his way to making wine. A lot of wine. More wine than any human really should make. And definitely not the kind of wine that was suited to give away to people! He loved the idea of being able to “do things on the cheap”. He was quite proud of being thrifty. When I think about it, I believe this was what motivated him to learn many new things over the course of his lifetime. Maybe you know someone like this? In adulthood, we have to want to learn something new. It has to fulfill a purpose. No one is going to make sure you learn how to make wine, or for that matter, learn how to use a computer. It is all up to you...or not.

Over his lifetime, my dad would build two houses which I had the privilege of growing up in. Imagine all the learning that happened over the course of building two houses. Imagine all the problem solving! In his forties, he learned how to skate. He joined an old-timer’s hockey league. This was driven solely by his passion for the game of hockey. His motivation in this case was not about being thrifty or saving money. It was purely for enjoyment. He also learned to golf, spending every day he could trying to master his game. The learning of these new skills also created new social circles for him and  lifetime friends.

When it came to the digital age, he shied away from it. Choosing to go to the teller instead of using the ATM. Preferring to use a landline instead of a smart phone. Electing to hand write letters instead of using email.  I wonder if he thought he was too old to learn new technology? Somehow, I don’t think so. I think he just wasn’t motivated to learn because he managed fine without it. As a society, we used to have the attitude that we reached our intellectual capacity at a certain point. That we were unable to learn later in life. In more recent times, we have come to find that this is not true. It’s true that our brain shrinks as we age, but because we have so much brain matter that we don’t use, we are able to make new neurological networks every time we learn something new, for as long as we live. Watch Bill Clinton talk about lifelong learning and the brain in this brief video.

According to the Alzheimer's Society, it is estimated that more than a million Canadians will suffer from Alzheimer's disease by 2030. To me, that is a shocking statistic. There is hope, and there is something we can do about it. Just like we exercise our bodies, we can exercise our brains by learning something new. It is believed that exercising the brain may preserve it by slowing or even preventing mental decline. 2

One way we can exercise our brains is by participating in community programs. Community programs can serve to engage adult learners and foster their cognitive health. As a community literacy coordinator, I organize iPad classes in my community. The adult learners who attend come with a wide range of knowledge, skills, abilities, and confidence levels. What these lifelong learners all have in common is the desire to learn and improve their iPad skills. Their goals range from learning how to use email, to taking and editing photos, to using the internet, and beyond. In addition to gaining some skills in class, learners are improving the quality of their lives. Yes, a few iPad classes can enhance your life! 

I think my dad would have enjoyed learning the iPad. I can picture him using it to play games, staying up to date on his favourite sports and perhaps listening to a podcast or two. Whether you’re twenty or eighty, learning a new sport, how to build a house, or use your iPad - take a page out of Henry Ford’s book, keep learning and stay young!

Curious about programs in your community to keep your lifelong learning alive? Check out your local CBAL Community Literacy Calendar for free programs, workshops and events.

Lori Dunn
Community Literacy Coordinator – Salmo
Columbia Basin Alliance for Literacy


​Sources

1. https://en.wikipedia.org/wiki/Lifelong_learning
2. Grady, D., (2012, March 7). Exercising an aging brain. New York Times. https://www.nytimes.com/2012/03/08/business/retirementspecial/retirees-are-using-education-to-exercise-an-aging-brain.html

Grief is part of the human experience and loss is something that can touch everyone, no matter their age. Grief is often associated with the death of a loved one, but there are many other things that can trigger grief. A health crisis, the end of a relationship, or loss of employment can all cause a person to feel a sense of loss and sadness. Everyone has an individual way of expressing grief and it is important to find your own way to express it and to work through it.

There are many literacy-based ways to express and heal grief. If you enjoy writing, then creating stories, typing letters, starting a journal, writing some poetry or producing a blog are powerful ways to process your grief.

I recently lost my boyfriend, Carmin, to cancer, and I was asked to write something for his funeral.  It was hard to think about him, as the loss was so new, and the pain so raw. But, as I began to write about the qualities that made him who he was, I felt a release of emotion.  As I described him, expressing what I wanted people to remember about him, it helped me remember the man he was before the cancer and what a special person he was to the world. Each word I wrote helped me let go of some of the pain and sadness I was feeling.  I have since used writing in a journal to help me deal with this loss.

If writing isn’t your thing, then you can communicate and explore your thoughts and feeling through art or music. There are many excellent books about grief that are available through the public library system and from local hospice groups.  There is also an abundance of information available online in the form of podcasts, YouTube videos, and websites.

I have realized that recovering from a loss and processing grief is a very individual journey and, for myself, writing and journaling, as well as talking about how I am feeling, have been effective ways of moving forward. If you are currently working through a loss, I hope that using literacy –  in whatever way works for you – helps you get through this difficult time.
​
Sandy Kalesnikoff
Community Literacy Coordinator
Columbia Basin Alliance for Literacy – Windermere Valley

Have you ever heard someone say this?

                “Just 15 minutes a day, that’s all it will take to make your child a good reader.”

I know it sounds easy to do, but it isn’t always easy to put into practice. As a parent, I remember trying to do this, but it often turned out to be a gong show. I would end up feeling guilty and frustrated because those 15 minutes were a struggle.

Over the last 30 years I have worked as an occupational therapist (OT) with school-aged children. It has taught me a lot about reading. You may wonder what the connection is between my OT work and reading. That’s a good question. As an occupational therapist, I work in schools helping kids learn to write. Since writing and reading are so connected, I have ended up learning a lot about reading.

Here are a few things I’ve learned.

Books that are really easy for kids to read are THE place to start.
​
These books are the ones that kids read over and over. These are SUPER books for building confidence! This may mean starting with picture books. Examples of these books are the “Elephant and Piggie” books by Mo Willems, or many of the simpler Dr. Seuss books like “The Cat in the Hat”.

The Oxford Owl website is a great source of free ebooks for ages 3 – 11 at many different reading levels. Registration is free.

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/

Books that your child is ‘just’ able to read are the next step.

When you sit down to read with your child, they should be able to read most of the words. If they are getting stuck on every second word, it’s too hard.  You can use strategies like: sounding out the word, looking at the pictures to get hints and taking turns reading to figure out the words they don’t know.

Schools have their own set of strategies. Ask them what they are. The One to One Children’s Literacy program has six strategies that are helpful when the going gets tough.

http://www.one-to-one.ca/wp-content/uploads/2016/01/Book-marks-for-coffee-chats.pdf

Author Robert Munch has written lots of books – stories about kids and stories that kids have told him. Many of these books are online as videos. This can be an excellent way to share a story with your child before they read the book. It will help them with tricky words. It will give them an understanding of the whole story and it will give them an idea of what words they will find on the pages.

Here’s the link to Robert Munch’s videos:

https://youtu.be/uJD9SkutNxQ  

Books that are a bit too difficult for your child to read are good too (but you’ll have to do the reading).

These books help kids learn to love stories. Even ‘just listening’ your child will pick up things – different words, new ways to think about things or have their imagination stretched.

Books like, “The Lion the Witch, and the Wardrobe”, “The Penderwicks”, “The Magic Treehouse”, “Nate the Great”, “The Dragon Master”, and “The Land of Stories” are all wonderful read aloud books. My husband and I read these to our daughter at night – she says they made her the reader that she is today!

If you aren’t available to read to your child, then see what books are available online. Here’s a link to “The Land of Stories”. While it is being read, your child can follow along with the text on the screen.

https://youtube/92WK514m1sA?list=PLzno288gLpVBtOSHZY0DHa2Nk4WHlpitp  

Need more information about reading with kids? Are you interested in becoming a volunteer tutor to help kids improve their reading skills and reading confidence?  Contact the Columbia Basin Alliance for Literacy community literacy coordinator in your community for more information.
​

Lori Craig
Occupational Therapist
One to One Tutor - Cranbrook